Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

The dynamic interactions among beliefs, role metaphors, and teaching practices: A case study of teacher change

7 references·16 citing·42 second hop

FromToDepth

this work references cited by second hop

References

1985The Reflective Practitioner: How Professionals Think in Action21,268 cited
1984The reflective practitioner: How professionals think in action19,752 cited
1986Handbook of research on teaching10,502 cited
1987Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions6,908 cited
2011Different Bodies, Different Minds1,178 cited
1983Ethnography and Language in Educational Settings.606 cited
1989Developing and Sustaining Critical Reflection in Teacher Education416 cited

Cited by

2004Introducing curriculum innovations in science: Identifying teachers' transformations and the design of related teacher education174 cited
2004Emotion metaphors and emotional labor in science teaching152 cited
1995From rhetoric to action: Implementing sts education through action research129 cited
1997Teacher collaboration across and within schools: Supporting individual change in elementary science teaching128 cited
1998Assessing the Nature of Science: What is the Nature of Our Assessments?126 cited
2005Assessing Understanding of the Nature of Science: A Historical Perspective123 cited
1996New trends in science education108 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

2003

Review of Research on Humanistic Perspectives in Science Curricula

102 cited

2010The Effect of Nature of Science Metacognitive Prompts on Science Students’ Content and Nature of Science Knowledge, Metacognition, and Self-Regulatory Efficacy96 cited

2007Preservice Elementary Teachers’ Beliefs About Science Teaching95 cited

2007Empowering Engineering College Staff to Adopt Active Learning Methods87 cited

2000Implementing Mathematics Reform: The Challenge Within86 cited

1998Implicit versus explicit nature of science instruction: An explicit response to Palmquist and Finley86 cited

1999¿Tiene sentido seguir distinguiendo entre aprendizaje de conceptos, resolución de problemas de lápiz y papel y realización de prácticas de laboratorio?81 cited

2006Promoting Reflection among Science Student Teachers using a Web-based Video Analysis Tool81 cited

2006In their Own Words: Understanding Student Conceptions of Writing Through their Spontaneous Metaphors in the Science Classroom81 cited