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• 2000Belief change towards self-directed learning in student teachers: immersion in practice or reflection on action264 cited
• 2006Story constellations: A narrative approach to contextualizing teachers’ knowledge of school reform179 cited
• 2004Teachers’ development of professional knowledge through action research and the facilitation of this by teacher educators176 cited
• 2001Pedagogical content knowledge circa 1907 and 1987: a study in the history of an idea136 cited
• 2003Teacher accommodative change106 cited
• 2004Deepening the exchange of student teaching experiences: implications for the pedagogy of teacher education of recent insights into teacher behaviour86 cited
• 2012Coming to know in the ‘eye of the storm’: A beginning teacher's introduction to different versions of teacher community78 cited
• 1999The epistemological stance between the knower and the known75 cited
• 2001Student teachers eliciting mentors’ practical knowledge and comparing it to their own beliefs72 cited
• 2004A new paradigm war? The impact of national curriculum policies on early childhood teachers’ thinking and classroom practice65 cited
• 1972Positivism, Historicism, and Political Inquiry60 cited
• 1985Thermodynamics and the conceptual structure of evolutionary theory57 cited
• 2012Reconceptualizing Media Literacy in the Social Studies: A Pragmatist Critique of the NCSS Position Statement on Media Literacy