Constructing and critiquing reflective practice

Educational Action Research

Volumn 7, Issue 2, 1999, Pages 183-191

  Cordingley, Philippa ^a  

^a Teacher Training Agency   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0011166749     PISSN: 09650792     EISSN: 17475074     Source Type: Journal    
DOI: 10.1080/09650799900200089     Document Type: Article

References (11)

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2. Corrigan, Haberman and Harvey (1979) An American Point of View. Adult Learning and its Implications for In-service
3. Desforges, C. (1995) How Does Experience Affect Theoretical Knowledge for Teaching?. Learning and Instruction, 5, pp. 385-400.
4. Hargreaves, D. (1991) A Common Sense Model of the Professional Development of Teachers. Reconstructing Teacher Education, Falmer Press, London
5. Hines, J. (1997) Raising Students' Performance in Relation to NFER CAT Scores, TTA, London
6. Huberman, A. M. (1989) Improving School Practice through the Utilisation of University-based Knowledge. Higher Education, 12, pp. 257-272.
7. Joyce, D. and Showers, D. (1988) Student Achievement Through Staff Development, Longman, London
8. Medwell, J., Wray, D., Poulton, L. and Fox, D. (1998) Effective Teachers of Literacy, Department of Education, University of Exeter, Exeter
9. Ruddock, J. (1981) Making the Most of Short In-service Courses, Methuen, London
10. Schon, D. (1987) Educating the Reflective Practitioner. Towards a New Design for Teaching and Learning in the Professions, Jossey Bass, San Francisco
11. Tacon (1997) Teaching Maths: researching a route to better performance. Professional Development Today, 1, pp. 73-79.