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Experience and Reflection: Preservice Science Teachers’ Capacity for Teaching Inquiry
16 references·0 citing·40 second hop
Experience and Reflection: Preservice Science Teachers’ Capacity for Teaching Inquiry (2008)Experience and Reflection: Preservice Sci…Contexts which shape and reshape new teachers’ identities: A multi-perspective study (2005)Contexts which shape and resh…Scientific Teaching (2004)Scientific TeachingDeveloping views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry (2004)Developing views of nature of…Qualitative Research and Evaluation Methods (3rd ed.) (2003)Qualitative Research and Eval…Educational Leadership (2003)Educational LeadershipReforming Science Teaching: What Research Says About Inquiry (2002)Reforming Science Teaching: W…Professional development and reform in science education: The role of teachers' practical knowledge (2001)Professional development and …From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching (2001)From Preparation to Practice:…Improving science teachers' conceptions of nature of science: a critical review of the literature (2000)Improving science teachers' c…National Science Education Standards (1996)National Science Education St…Reflection in teacher education: Towards definition and implementation (1995)Reflection in teacher educati…Narrative configuration in qualitative analysis (1995)Narrative configuration in qu…Life history and narrative (1995)Life history and narrativeQualitative research and evaluation methods (1980)Qualitative research and eval…How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process (1934)How We Think: A Restatement o…How We Think. A Restatement of the Relation of Reflective Thinking to the Educative Process, Boston etc. (D.C. Heath and Company) 1933. (1933)How We Think. A Restatement o…The Discovery of Grounded Theory: Strategies for Qualitative Research. (1968)Basics of Qualitative Research: Grounded Theory Procedures and Techniques. (1992)Qualitative Data Analysis: An Expanded Sourcebook (1994)Professional identity creation: Examining the development of beginning preservice teachers' understanding of their work as teachers (2009)A dialogical approach to conceptualizing teacher identity (2010)Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity (2011)The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Knowledge and Teaching:Foundations of the New Reform (1987)Promoting reflection in professional courses: The challenge of context (1998)Reflection and reflective practice in health professions education: a systematic review (2007)Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning (2009)Basics of Qualitative Research: Grounded Theory Procedures and Techniques (1993)A Critical Analysis of the Research on Learning to Teach: Making the Case for an Ecological Perspective on Inquiry (1998)Language and meaning: Data collection in qualitative research. (2005)Qualitative Research Designs (2007)The Structure of Scientific Revolutions (1963)The Structure of Scientific Revolutions (1963)Those Who Understand: Knowledge Growth in Teaching (1986)Nature of Science: Past, Present, and Future (2013)Global Patterns in Students’ Views of Science and Interest in Science (2014)Qualitative evaluation and research methods (1990)Toward a Definition of Mixed Methods Research (2007)Experience and Education. (1938)Experience and Education (1986)Video as a tool for fostering productive discussions in mathematics professional development (2007)The Impact of Induction and Mentoring Programs for Beginning Teachers (2011)Apprenticeship in Thinking (1990)Exploring the Principal's Contribution to School Effectiveness: 1980‐1995∗ (1998)Distributed leadership as a unit of analysis (2002)What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover? (2004)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)How Many Interviews Are Enough? (2005)Three Approaches to Qualitative Content Analysis (2005)Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research (2013)Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform (2000)Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study (2002)Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 (2009)Non‐formal learning and tacit knowledge in professional work (2000)Informal learning in the workplace (2004)
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References

  • 1980Qualitative research and evaluation methods35,808 cited
  • 2003Qualitative Research and Evaluation Methods (3rd ed.)10,488 cited
  • 1934How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process5,349 cited
  • 2003Educational Leadership4,288 cited
  • 1995Narrative configuration in qualitative analysis3,945 cited
  • 2001From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching2,357 cited
  • 1995Reflection in teacher education: Towards definition and implementation2,314 cited
  • 1996National Science Education Standards1,835 cited
  • 2005Contexts which shape and reshape new teachers’ identities: A multi-perspective study1,606 cited
  • 2000Improving science teachers' conceptions of nature of science: a critical review of the literature1,256 cited
  • 2002Reforming Science Teaching: What Research Says About Inquiry1,140 cited
  • 1933How We Think. A Restatement of the Relation of Reflective Thinking to the Educative Process, Boston etc. (D.C. Heath and Company) 1933.1,130 cited
  • 2001Professional development and reform in science education: The role of teachers' practical knowledge950 cited
  • 2004Scientific Teaching927 cited
  • 2004

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Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry
851 cited
  • 1995Life history and narrative843 cited
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