Reflective classroom practice: Case studies of student teachers at work

Teachers and Teaching: Theory and Practice

Volumn 2, Issue 2, 1996, Pages 273-298

  Kwo, Ora W Y ^a  

^a UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33645328333     PISSN: 13540602     EISSN: None     Source Type: Journal    
DOI: 10.1080/1354060960020207     Document Type: Article

References (34)

1. BEN-PERETZ, M. & RUMNEY, S. (1991) Professional thinking in guided practice. Teaching and Teacher Education, 7, pp. 517-530.
2. BERLINER, D.C. (1988) Implications of studies on expertise in pedagogy for teacher education and evaluation, in: New Directions for Teacher Assessment (Proceedings of the 1988 ETS Invitational Conference, pp. 39-68) (Princeton, NJ, Educational Testing Service).
3. BERLINER, D.C. (1993) Some characteristics of experts in the pedagogical domain, in: F. K. OSER, A. DICK & J-L. PATRY (Eds) Effective and Responsible Teaching: the new synthesis (San Francisco, CA, Jossey-Bass).
4. BOOTH, M., FURLONG, J. & WILKIN, M. (Eds) (1990) Partnership in Initial Teacher Training (London, Cassell Educational).
5. BORKO, H. & LIVINGSTON, C. (1989) Cognition and improvisation: differences in mathematics instruction by expert and novice teachers, American Educational Research Journal, 25, pp. 473-498.
6. CALDERHEAD, J. (1983) Research into teachers' and student teachers' cognitions: exploring the nature of classroom practice. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
7. CALDERHEAD, J. (1987) The quality of reflection in student teachers' professional learning, European Journal of Teacher Education, 10, pp. 269-278.
8. CALDERHEAD, J. (1991) The nature and growth of knowledge in student teaching, Teaching and Teacher Education, 7, pp. 531-535.
9. CALDERHEAD, J. & ROBSON, M. (1991) Images of teaching: student teachers' early conceptions of classroom practice, Teaching and Teacher Education, 7, pp. 1-8.
10. CARTER, K., SABERS, D., CUSHING, K., PINNEGAR, S. & BERLINER, D.C. (1987) Processing and using information about students: a study of expert, novice, and postulant teachers, Teaching and Teacher Education, 3, pp. 147-157.
11. CLIFT, R.T., MENG, L. & EGGERDING, S. (1994) Mixed messages in learning to teach English, Teaching and Teacher Education, 10, pp. 265-279.
12. COLE, A.L. & KNOWLES, J.G. (1993) Shattered images: understanding expectations and realities of field experiences, Teaching and Teacher Education, 9, pp. 457-471.
13. DOYLE, W. (1979) Making managerial decisions in classrooms, in D. L. DUKE (Ed.) Classroom Management (Yearbook of the National Society for the Study of Education) (Chicago, University of Chicago Press).
14. EISENHART, M., BEHM, L. & ROMAGNANO, L. (1991) Learning to teach: developing expertise or rite of passage? Journal of Education for Teaching, 17, pp. 51-71.
15. HOUSNER, L.D. & GRIFFEY, D.C. (1985) Teacher cognition: differences in planning and interactive decision making between experienced and inexperienced teachers, Research Quarterly for Exercise and Sport, 56, pp. 45-53.
16. KAGAN, D.M. & TIPPINS, D.J. (1991) How teachers' classroom cases express their pedagogical beliefs, Journal of Teacher Education, 42, pp. 281-291.
17. KORTHAGEN, F.A.J. (1988) The influence of learning orientations on the development of reflective teaching, in: J. CALDERHEAD (Ed.) Teachers' Professional Learning (London, Falmer).
18. KWO, O. (1994a) Learning to teach: some theoretical propositions, in: I. CARLGREN, G. HANDAL & S. VAAGE (Eds) Teachers' Minds and Actions: research on teachers' thinking and practice (London, Falmer).
19. KWO, O.W.Y. (1994b) Towards reflective teaching: curriculum development and action research, in: D. LI, D. MAHONEY & J. RICHARDS (Eds) Exploring Second Language Teacher Education (Hong Kong, City Polytechnic of Hong Kong).
20. LIVINGSTON, C.C. (1990) Student teacher thinking and the student teaching curriculum. Unpublished doctoral dissertation, University of Maryland College Park.
21. MARTON, F. (1981) Phenomenography: describing conceptions of the world around us, Instructional Science, 10, pp. 177-200.
22. MARTON, F. & SALJÖ, R. (1984) Approaches to learning, in: F. MARTON, D. HOUNSELL & N. J. ENTWISTLE (Eds) The Experience of Learning (Edinburgh, Scottish Academic Press).
23. MCCULLOUGH, L.L. & MINTZ, S.L. (1992) Concerns of pre-service students in the USA about the practice of teaching, Journal of Education for Teaching, 18, pp. 59-67.
24. MCINTYRE, D., HAGGER, H. & WILKIN, M. (Eds) (1993) Mentoring: perspectives on school-based teacher education (London, Kogan Page).
25. MCNALLY, J., COPE, P., INGUS, B. & STRONACH, I. (1994) Current realities in the student teaching experience: a preliminary inquiry, Teaching and Teacher Education, 10, pp. 219-230.
26. MILES, M.B. & HUBERMAN, A.M. (1984) Qualitative Data Analysis: a sourcebook of new methods (Newbury Park, Sage).
27. PARKER, W.C. & GEHRKE, N.J. (1986) Learning activities and teachers' decisionmaking: some grounded hypotheses, American-Educational Research Journal, 23, pp. 227-242.
28. PETERSON, P.L. & COMEAUX, M.A. (1987) Teachers' schemata for classroom events: the mental scaffolding of teachers' thinking during classroom instruction, Teaching and Teacher Education, 3, pp. 319-331.
29. SCHÖN, D.A. (1983) The Reflective Practitioner (London, Temple Smith).
30. SCHÖN, D.A. (1987) Educating the Reflective Practitioner (San Francisco, Jossey-Bass).
31. SCHÖN, D.A. (Ed.) (1991) The Reflective Turn (New York, Teachers College Press).
32. STONES, E. (1987) Student (practice) teaching, in: M. J. DUNKIN (Ed.) The International Encyclopedia of Teaching and Teacher Education (Oxford, Pergamon).
33. SZPICZKA, N.A. (1990) Preservice teachers' perspectives on student teaching. Unpublished doctoral dissertation, Syracuse University.
34. WOODS, H.E. (1991) The student teaching experience: a qualitative examination. Unpublished doctoral dissertation, Oregon State University.