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The Role of Critical Reflection in Teacher Education.
16 references·2 citing·32 second hop
The Role of Critical Reflection in Teacher Education. (2010)The Role of Critical Reflection in Teache…Cultural Diversity and Education (2015)Cultural Diversity and Educat…Elementary and Middle School Mathematics: Teaching Developmentally (2010)Elementary and Middle School …Cultural Identity and Learning to Teach in a Diverse Community (2003)Cultural Identity and Learnin…The Power of Their Presence: Minority Group Teachers and Schooling (2000)The Power of Their Presence: …The development of student teachers' practical theory of teaching (1996)The development of student te…Professional Development as Transformative Learning: New Perspectives for Teachers of Adults (1996)Professional Development as T…Becoming a critically reflective teacher (1996)Becoming a critically reflect…On the Epistemology of Reflective Practice (1995)On the Epistemology of Reflec…Change Forces: Probing the Depths of Educational Reform (1995)Change Forces: Probing the De…Becoming a Reflective Educator: How to Build a Culture of Inquiry in the Schools (1993)Becoming a Reflective Educato…Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions (1987)Educating the Reflective Prac…Experience and Education (1986)Experience and EducationNational Council of Teachers of Mathematics (1979)National Council of Teachers …Those Who Can, Teach (1972)Those Who Can, TeachTeachers of Mathematics (1948)Teachers of MathematicsHow We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process (1934)How We Think: A Restatement o…Monolingual and multilingual teacher candidates: A critical language‐related events analysis (2025)Monolingual and multilingual …Understanding reading teachers’ self-directed use of drama-based pedagogy in an under-resourced educational setting: A case study in China (2021)Understanding reading teacher…The Social Construction of Reality (1967)The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Bracketing in Research: A Typology (2004)Engaging student teachers in meaningful reflective practice (2008)Teaching for Understanding: The complex nature of pedagogical content knowledge in pre‐service education (2008)Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection (2003)Teaching for Social Justice, Diversity, and Citizenship in a Global World (2004)Toward a Conceptual Framework of Culturally Relevant Pedagogy: An Overview of the Conceptual and Theoretical Literature (2012)Effective Reflective Practice (2002)Developing fundamental principles for teacher education programs and practices (2006)Reframing Professional Development Through Understanding Authentic Professional Learning (2009)Reflection in teacher education: Towards definition and implementation (1995)Non‐formal learning and tacit knowledge in professional work (2000)Informal learning in the workplace (2004)Adding It Up: Helping Children Learn Mathematics (2013)Conducting Educational Design Research (2018)Professional Development and Teacher Change (2002)Professional Learning Communities: A Review of the Literature (2006)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Stories of Experience and Narrative Inquiry (1990)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Using video representations of teaching in practice-based professional development programs (2010)The Language of Mathematics: The Importance of Teaching and Learning Mathematical Vocabulary (2015)The Development of Higher Order Thinking Skill (Hots) Instrument Assessment In Physics Study (2017)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Number Sense as Situated Knowing in a Conceptual Domain (1991)Applying Covariational Reasoning While Modeling Dynamic Events: A Framework and a Study (2002)Ontological Innovation and the Role of Theory in Design Experiments (2004)
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References

  • 1986Experience and Education13,444 cited
  • 1979National Council of Teachers of Mathematics8,499 cited
  • 1987Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions6,908 cited
  • 1934How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process5,349 cited
  • 1996Becoming a critically reflective teacher3,754 cited
  • 1995Change Forces: Probing the Depths of Educational Reform2,809 cited
  • 2010Elementary and Middle School Mathematics: Teaching Developmentally1,588 cited
  • 2015Cultural Diversity and Education961 cited
  • 1995On the Epistemology of Reflective Practice647 cited
  • 1948Teachers of Mathematics646 cited
  • 2000The Power of Their Presence: Minority Group Teachers and Schooling314 cited
  • 1996Professional Development as Transformative Learning: New Perspectives for Teachers of Adults250 cited
  • 1972Those Who Can, Teach154 cited
  • 1996The development of student teachers' practical theory of teaching124 cited
  • 2003Cultural Identity and Learning to Teach in a Diverse Community111 cited
  • 1993

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Becoming a Reflective Educator: How to Build a Culture of Inquiry in the Schools
108 cited

Cited by

  • 2021Understanding reading teachers’ self-directed use of drama-based pedagogy in an under-resourced educational setting: A case study in China8 cited
  • 2025Monolingual and multilingual teacher candidates: A critical language‐related events analysis5 cited