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Towards a framework for a professional development programme: empowering teachers for context-based chemistry education
16 references·1 citing·31 second hop
Towards a framework for a professional development programme: empowering teachers for context-based chemistry education (2009)Towards a framework for a professional de…Designing Professional Development for Teachers of Science and Mathematics (2010)Designing Professional Develo…Constructing scientific knowledge in the classroom (2010)Constructing scientific knowl…Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)Nature, Sources, and Developm…Professional Development and Teacher Learning: Mapping the Terrain (2004)Professional Development and …Elaborating a model of teacher professional growth (2002)Elaborating a model of teache…What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)What Do New Views of Knowledg…Evaluating professional development (1999)Evaluating professional devel…Teachers: Beliefs and knowledge. (1996)Teachers: Beliefs and knowled…Reform by the Book: What Is: Or Might Be: The Role of Curriculum Materials in Teacher Learning and Instructional Reform? (1996)Reform by the Book: What Is: …Situated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change (1993)Beyond Cold Conceptual Change…Apprenticeship in thinking: cognitive development in social context (1990)Apprenticeship in thinking: c…Situated Cognition and the Culture of Learning (1989)Situated Cognition and the Cu…Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions (1987)Educating the Reflective Prac…Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Accommodation of a scientific…The origins of intelligence in children. (1952)The origins of intelligence i…Exploring a Framework for Professional Development in Curriculum Innovation: Empowering Teachers for Designing Context-Based Chemistry Education (2010)Exploring a Framework for Pro…THE STRUCTURE OF SCIENTIFIC REVOLUTIONS (1963)The Structure of Scientific Revolutions (1963)Falsification and the Methodology of Scientific Research Programmes (1970)Constructing Scientific Knowledge in the Classroom (1994)In search of the essence of a good teacher: towards a more holistic approach in teacher education (2004)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)Thought and language (1962)Situated Learning (1991)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)The methodology of evaluation (1966)Change in schools : facilitating the process (1987)Professional Development and Teacher Change (2002)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation (2007)Mental Models (1983)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study (2002)The laboratory in science education: Foundations for the twenty‐first century (2003)Conceptualizing Teacher Professional Learning (2011)On Two Metaphors for Learning and the Dangers of Choosing Just One (1998)Identity and agency in cultural worlds (1999)Culture and systems of thought: Holistic versus analytic cognition. (2001)Reflection in teacher education: Towards definition and implementation (1995)Adding It Up: Helping Children Learn Mathematics (2013)Conducting Educational Design Research (2018)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)What Video Games Have to Teach Us about Learning and Literacy (2004)Motivation reconsidered: The concept of competence. (1959)Basic objects in natural categories (1976)On seeing human: A three-factor theory of anthropomorphism. (2007)
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References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1989Situated Cognition and the Culture of Learning13,635 cited
  • 1952The origins of intelligence in children.10,676 cited
  • 1987Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions6,908 cited
  • 1990Apprenticeship in thinking: cognitive development in social context5,464 cited
  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,116 cited
  • 2004Professional Development and Teacher Learning: Mapping the Terrain4,206 cited
  • 2000What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning?3,337 cited
  • 2010Designing Professional Development for Teachers of Science and Mathematics2,532 cited
  • 1999Evaluating professional development2,406 cited
  • 2002Elaborating a model of teacher professional growth2,229 cited
  • 1993Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change2,215 cited
  • 2006Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching1,646 cited
  • 1996Teachers: Beliefs and knowledge.1,217 cited
  • 2010

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Constructing scientific knowledge in the classroom
1,208 cited
  • 1996Reform by the Book: What Is: Or Might Be: The Role of Curriculum Materials in Teacher Learning and Instructional Reform?1,170 cited
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    • 2010Exploring a Framework for Professional Development in Curriculum Innovation: Empowering Teachers for Designing Context-Based Chemistry Education57 cited