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Drama integration across subjects, grades, and learners: insights from new teachers as inquiring reflective practitioners
16 references·0 citing·37 second hop
Drama integration across subjects, grades, and learners: insights from new teachers as inquiring reflective practitioners (2022)Drama integration across subjects, grades…The Social Construction of Reality (2023)The Social Construction of Re…International Journal of Instruction (2018)International Journal of Inst…Qualitative Research (2014)Qualitative ResearchInquiry as stance: practitioner research for the next generation (2010)Inquiry as stance: practition…Who I am in how I teach is the message: self‐understanding, vulnerability and reflection (2009)Who I am in how I teach is th…Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning (2009)Situated learning theory and …The Changing Roles of Teachers in an Era of High-Stakes Accountability (2007)The Changing Roles of Teacher…Studio Thinking: The Real Benefits of Visual Arts Education (2007)Studio Thinking: The Real Ben…Unveiling Professional Development: A Critical Review of Stage Models (2006)Unveiling Professional Develo…Preparing Teachers for a Changing World: What Teachers Should Learn and be Able to Do (2006)Preparing Teachers for a Chan…Linking Practice and Theory (2001)Linking Practice and TheoryTransfer of Learning from a Modern Multidisciplinary Perspective (2000)Transfer of Learning from a M…Cognition and Instruction (2000)Cognition and InstructionDistributed cognitions : psychological and educational considerations (1997)Distributed cognitions : psyc…A Pedagogy of Multiliteracies: Designing Social Futures (1996)A Pedagogy of Multiliteracies…The reflective practitioner: How professionals think in action (1984)The reflective practitioner: …The Reflective Practitioner: How Professionals Think in Action (1985)Handbook of research on teaching (1986)Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity (2011)Reflection in teacher education: issues emerging from a review of current literature (2014)The reflective practitioner (2020)Inside/Outside: Teacher Research and Knowledge (1993)Relationships of Knowledge and Practice: Teacher Learning in Communities (1999)Language teacher research engagement (2010)Informal online communities and networks as a source of teacher professional development: A review (2016)Participatory Research Methods – Choice Points in the Research Process (2020)Qualitative research and evaluation methods (1980)Qualitative Research: A Guide to Design and Implementation (2009)The Discovery of Grounded Theory (2017)Planning Qualitative Research: Design and Decision Making for New Researchers (2020)Millennial and generation Z digital marketing communication and advertising effectiveness: A qualitative exploration (2021)Advancing literature review methodology through rigour, generativity, scope and transparency (2022)Bridging Epistemologies: The Generative Dance Between Organizational Knowledge and Organizational Knowing (1999)Knowledge and Organization: A Social-Practice Perspective (2001)Managing the co-creation of value (2007)Culture and Cognition (1997)On Two Metaphors for Learning and the Dangers of Choosing Just One (1998)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)The COACTIV Model of Teachers’ Professional Competence (2013)State of the art – teacher effectiveness and professional learning (2014)Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis (2020)Becoming a teacher educator: evidence from the field (2005)Levels in reflection: core reflection as a means to enhance professional growth (2005)Inconvenient truths about teacher learning: towards professional development 3.0 (2016)Chapter 3 : Identity as an Analytic Lens for Research in Education (2000)What video games have to teach us about learning and literacy (2003)Discourse (2005)Three Models of Strategy (1985)Seizing the Middle Ground: (1997)The Endogeneity of Legal Regulation: Grievance Procedures as Rational Myth (1999)Salvaging science literacy (2010)Synthesis of discipline-based education research in physics (2014)Addressing the epistemic elephant in the room: Epistemic agency and the next generation science standards (2018)
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References

  • 1984The reflective practitioner: How professionals think in action19,752 cited
  • 1996A Pedagogy of Multiliteracies: Designing Social Futures5,568 cited
  • 1997Distributed cognitions : psychological and educational considerations2,509 cited
  • 2014Qualitative Research2,482 cited
  • 2010Inquiry as stance: practitioner research for the next generation1,664 cited
  • 2023The Social Construction of Reality1,455 cited
  • 2009Who I am in how I teach is the message: self‐understanding, vulnerability and reflection1,061 cited
  • 2001Linking Practice and Theory930 cited
  • 2000Transfer of Learning from a Modern Multidisciplinary Perspective905 cited
  • 2006Preparing Teachers for a Changing World: What Teachers Should Learn and be Able to Do902 cited
  • 2018International Journal of Instruction679 cited
  • 2007Studio Thinking: The Real Benefits of Visual Arts Education649 cited
  • 2000Cognition and Instruction632 cited
  • 2007The Changing Roles of Teachers in an Era of High-Stakes Accountability607 cited
  • 2009Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning591 cited

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  • 2006Unveiling Professional Development: A Critical Review of Stage Models551 cited
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