Teacher development as professional, personal, and social development

Teaching and Teacher Education

Volumn 10, Issue 5, 1994, Pages 483-497

  Bell, Beverley ^a,b   Gilbert, John ^a,b  

^a UNIVERSITY OF WAIKATO   (New Zealand)

^b UNIVERSITY OF READING   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 21844512617     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/0742-051X(94)90002-7     Document Type: Article

References (23)

1. I know about LISP but how do I put it into practice?
2. ‘Better learning’
3. The dynamic interactions among beliefs, role metaphors, and teaching practices: A case study of teacher change
4. Learning to teach against the grain
5. Students’ conceptions and the learning of science
6. Concepts, Misconceptions and Alternative Conceptions: Changing Perspectives in Science Education
7. Cultures of teaching: A focus for change
8. An appropriate conception of teaching science: A view from studies of science learning
9. The Generative Learning Model and its Implications for Science Education
10. Teacher development and gender equity
11. Teaching for conceptual change: A review of strategies
12. Cognitive psychology and conceptual change: Implications for teaching science
13. Collaborating to reconstruct teaching: The influence of researcher beliefs
14. Classroom-based teacher development
15. Social constructivist perspectives on the reform of science education
16. Referents for making sense of science teaching