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Characteristics of Co-Operating Teachers
13 references·1 citing·40 second hop
Characteristics of Co-Operating Teachers (2001)Characteristics of Co-Operating TeachersSubject to Identity: Knowledge, Sexuality, and Academic Practices in Higher Education (2000)Subject to Identity: Knowledg…A Critical Analysis of the Research on Learning to Teach: Making the Case for an Ecological Perspective on Inquiry (1998)A Critical Analysis of the Re…Deweyan Pragmatism and the Epistemology of Contemporary Social Constructivism (1995)Deweyan Pragmatism and the Ep…Situated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Situated Cognition and Cognitive Apprenticeship: Implications for Classroom Learning (1993)Situated Cognition and Cognit…The Cooperating Teacher: An Ambivalent Participant in Student Teaching (1992)The Cooperating Teacher: An A…Rethinking the Practicum in the Professional Development School Partnership (1992)Rethinking the Practicum in t…Voices of the Mind: A Sociocultural Approach to Mediated Action (1991)Voices of the Mind: A Sociocu…Professional thinking in guided practice (1991)Professional thinking in guid…Professional Development Schools. (1990)Professional Development Scho…Handbook of research on teacher education (1990)Handbook of research on teach…Situated Cognition and the Culture of Learning (1989)Situated Cognition and the Cu…Expectations for the Cooperating Teacher Role (1986)Expectations for the Cooperat…The Problematic Nature of the Practicum: A Key Determinant of Pre-service Teachers’ Emerging Inquiry-Based Science Practices (2010)The Problematic Nature of the…Thought and language (1962)Mind in Society: The Development of Higher Psychological Processes (1978)Cross-cultural science education: A cognitive explanation of a cultural phenomenon (1999)Learning in Science: A Comparison of Deep and Surface Approaches (2000)Students' questions: a potential resource for teaching and learning science (2008)Handbook of research on teaching (1986)Educating the reflective practitioner (1987)Practice into Theory into Practice: Culturally Relevant Pedagogy for Students We Have Marginalized and Normalized (1996)“Jumping in”: trust and communication in mentoring student teachers (2000)Beginning teacher efficacy and the practicum in an EFL context (2007)Reflective Practitioner (2014)The Discovery of Grounded Theory; Strategies for Qualitative Research (1968)Schoolteacher: A Sociological Study (1976)Becoming a Teacher: Self and the Social Location of Teacher Education (1997)Cooperating Teachers' Perspectives on the Student Teaching Triad (1998)Conceptualizing the Roles of Mentor Teachers During Student Teaching (2012)Situated Learning (1991)Thinking Aloud and Reading Comprehension Research: Inquiry, Instruction, and Social Interaction (1997)Doing science at the elbows of experts: Issues related to the science apprenticeship camp (2001)Science, Art, and Experience: Constructing a Science Pedagogy From Dewey’s Aesthetics (2006)Mental Models (1983)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Competing paradigms in qualitative research. (1994)Handbook of Qualitative Research. (1995)The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation (2002)Developing fundamental principles for teacher education programs and practices (2006)Inconvenient truths about teacher learning: towards professional development 3.0 (2016)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Towards a theory of leadership practice: a distributed perspective (2004)Learning by Expanding (2014)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)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)Constructing 21st-Century Teacher Education (2006)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Research in the 90s: Implications for Urban Teacher Preparation (2000)Do Professional Development Schools (PDSs) Make a Difference? A Comparative Study of PDS and Non-PDS Teacher Candidates (2005)Where Should Student Teachers Learn to Teach? (2012)
this work references cited by second hop

References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1989Situated Cognition and the Culture of Learning13,635 cited
  • 1991Voices of the Mind: A Sociocultural Approach to Mediated Action4,099 cited
  • 1990Handbook of research on teacher education3,748 cited
  • 1998A Critical Analysis of the Research on Learning to Teach: Making the Case for an Ecological Perspective on Inquiry1,234 cited
  • 1993Situated Cognition and Cognitive Apprenticeship: Implications for Classroom Learning274 cited
  • 1990Professional Development Schools.217 cited
  • 1992Rethinking the Practicum in the Professional Development School Partnership210 cited
  • 1995Deweyan Pragmatism and the Epistemology of Contemporary Social Constructivism165 cited
  • 1992The Cooperating Teacher: An Ambivalent Participant in Student Teaching154 cited
  • 1986Expectations for the Cooperating Teacher Role90 cited
  • 2000Subject to Identity: Knowledge, Sexuality, and Academic Practices in Higher Education70 cited
  • 1991Professional thinking in guided practice61 cited

Cited by

  • 2010The Problematic Nature of the Practicum: A Key Determinant of Pre-service Teachers’ Emerging Inquiry-Based Science Practices57 cited

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