School science culture: A case study of barriers to developing professional knowledge

Science Education

Volumn 84, Issue 2, 2000, Pages 193-211

  Munby, Hugh ^a   Cunningham, Malcolm ^a   Lock, Cinde ^a  

^a QUEEN S UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0034342965     PISSN: 00368326     EISSN: None     Source Type: Journal    
DOI: 10.1002/(SICI)1098-237X(200003)84:2<193::AID-SCE4>3.0.CO;2-K     Document Type: Article

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11. Russell, T., & Munby, H. (1991). Reframing: The role of experience in developing teachers' professional knowledge. In D. Schön (Ed.), The reflective turn: Case studies in and on educational practice (pp. 164-187). New York: Teachers College Press.
12. Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
13. Schön, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
14. Schön, D. (Ed.) (1991). The reflective turn: Case studies in and on educational practice. New York: Teachers College Press.
15. Schwab, J. J. (1978). What do scientists do? In I. Westbury & N. Wilkof (Eds.), Science, curriculum, and liberal education: Selected essays by Joseph J. Schwab (pp. 184-228). Chicago: University of Chicago Press.