When theory meets practice: What student teachers learn from guided reflection on their own classroom discourse

Teaching and Teacher Education

Volumn 23, Issue 6, 2007, Pages 957-969

  Orland Barak, Lily ^a   Yinon, Hayuta ^a  

^a UNIVERSITY OF HAIFA   (Israel)

Author keywords

Learning to teach; Reflective practice; Teacher education; Theory and practice

Indexed keywords

EID: 34447115250     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2006.06.005     Document Type: Article

References (60)

1. Almarza G.G. Student foreign language's teacher's knowledge growth. In: Freeman D., and Richards J.C. (Eds). Teacher learning in language teaching (1996), Cambridge University Press, UK 50-79
2. Antonek J.L., McCormick D.E., and Donato R. The student teacher portfolio as autobiography: Developing a professional identity. Modern Language Journal 81 (1997) 15-27
3. Bailey K.M., Bergthold B., Braunstein B., Jagodzinski Fleischman N., Holbrook M.P., Tumna J., et al. The language learner's autobiography. In: Freeman D., and Richards J.C. (Eds). Teacher learning in language teaching (1996), Cambridge University Press, UK 11-50
4. Barlett L. Teacher development through reflective teaching. In: Richards J.C., and Nunan D. (Eds). Second language teacher education (1990), Cambridge University Press, Cambridge 202-214
5. Benner P. From novice to expert: Excellence and power in clinical nursing practice (1984), Addison-Wesley, California
6. Berliner D.C. Learning about and learning from expert teachers. International Journal of Educational Research 35 5 (2001) 463-482
7. Bullough R., and Knowles J. Emerging as a teacher (1992), Routledge, London
8. Calderhead J. The nature and growth of knowledge in student teaching. Teaching and Teacher Education 7 5-6 (1991) 531-535
9. Cochran-Smith M. The outcomes question in teacher education. Teaching and Teacher Education 17 5 (2001) 527-546
10. Cochran-Smith M., and Lytle S. Inside/outside: Teacher research and knowledge (1993), Teacher's College Press, New York
11. Conway P.F., and Clark C.M. The journey inward and outward: a re-examination of Fuller's concerns-based model of teacher development. Teaching and Teacher Education 19 (2003) 465-482
12. Cruickshank D.R. Reflective teaching: The preparation of students of teaching (1987), Association of Teacher Educators, Reston, VA
13. Dewey J. How we think (1933), Prometheus Books, Buffalo, NY (The original work was published in 1910.)
14. Eisner E., and Powell K. Art in Science?. Curriculum Inquiry 32 2 (2002) 131-159
15. Engestrom Y. Expansive learning at work. Toward activity theoretical reconceptualization. Journal of Education and Work 14 1 (2001) 133-156
16. Fanselow, J. (1987). Do me a favor? Don't do me a favor. Do yourself a favor. Unpublished manuscript. New York: Teachers College, Columbia University.
17. Feiman-Nemser S. From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record 103 6 (2001) 1013-1055
18. Fuller F., and Bown O. Becoming a teacher. In: Ryan K. (Ed). Teacher education 74th yearbook of the national society for the study of education (1975), University of Chicago Press, Chicago, IL 25-52
19. Gebhard J.G. Interaction in a teacher practicum. In: Richards J.C., and Nunan D. (Eds). Second language teacher education (1990), Cambridge University Press, Cambridge 118-132
20. Gebhard J.G., Gaitan S., and Oprandy R. Beyond prescription: The student teacher as investigator. In: Richards J.C., and Nunan D. (Eds). Second language teacher education (1990), Cambridge University Press, Cambridge 16-26
21. Gore J.M., and Zeichner K.M. Action research and reflective teaching in preservice teacher education: A case study from the United States. Teaching and Teacher Education 7 2 (1991) 119-136
22. Grossman P.L., Smagorinsky P., and Valencia S. Appropriating tools for teaching English: A theoretical framework for research on learning to teach. American Journal of Education 108 (1999) 1-29
23. Guillaume A.M., and Rudney G.L. Student teachers' growth towards independence: An analysis of their changing concerns. Teaching and Teacher Education 9 1 (1993) 65-80
24. Guyton E., and McIntyre D.J. Student teaching and school experiences. In: Houston W.R. (Ed). Handbook of research on teacher education (1990), Macmillan, New York, London 329-348
25. Hollingsworth S. Prior beliefs and cognitive change in learning to teach. American Educational Research Journal 26 (1989) 160-189
26. Johnson K.E. The vision versus reality: The tensions of the TESOL practicum. In: Freeman D., and Richards J.C. (Eds). Teacher learning in language teaching (1996), Cambridge University Press, NY 30-49
27. Jones M.G., and Vesilind E.M. Putting practice into theory: Changes in the organization of preservice teachers' pedagogical knowledge. American Educational Research Journal 33 1 (1996) 91-117
28. Kagan D.M. Professional growth among pre service and beginning teachers. Review of Educational Research 62 2 (1992) 129-169
29. Kalekin-Fishman, D., & Eden, D. (2003). Multiculturalism: Living it, talking about it, doing it. The University of Haifa, Israel. Thesis in partial fulfillment of the requirements of Anglia Polytechnic University for the degree of Doctor of Philosophy, London, England.
30. Kelchtermans G., and Vandenberghe R. Teachers' professional development: A biographical perspective. Journal of Curriculum Studies 26 1 (1994) 45-62
31. Kierstead J. Supporting the evolution of effective teachers. Teacher Education Quarterly 12 2 (1985) 31-41
32. Korthagen F., and Vasalos A. Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching 11 1 (2005) 47-71
33. Korthagen F.A.J., and Kessels J.P.A.M. Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher 28 4 (1999) 4-17
34. Kwo O. Learning to teach English in Hong-Kong classrooms: Patterns of reflection. In: Freeman D., and Richards J.C. (Eds). Teacher learning in language teaching (1996), Cambridge University Press, UK 295-320
35. Laboskey V.K. Development of reflective practice: A study of preservice teachers (1994), Teachers College Record, NY
36. Loughran, J. (2003). Knowledge construction and learning to teach. Keynote address for the International association of teachers and teaching conference. Leiden University, June 26-30, 2003.
37. Macbeth D. Hugh Mehan's learning lessons reconsidered: On the differences between the naturalistic and critical analysis of classroom discourse. American Educational Research Journal 40 1 (2003) 239-280
38. Mazor, E. (2003). Druze student teachers in Jewish schools: Strangers in practice teaching placements learning to teach English. Thesis submitted for the Degree of Doctor of Philosophy. Hebrew University, Israel.
39. McTaggert R., and Kemmis S. The action research planner (1983), Deakin University Press, Geelong
40. Nunan, D. (1990). Action research in the language classroom. In J. Richards & D. Nuan (Eds.), Second language teacher education (pp. 62-82). Cambridge University Press: Cambridge.
41. Nunan D. Language Teaching Methodology: A textbook for teachers (1991), Prentice-Hall, Englewood Cliffs, NJ
42. Olson M.R., and Osborn J.W. Learning to teach: The first year. Teaching and Teacher Education 7 4 (1991) 331-343
43. Orem R. TESOL entering the eighties: some professional perspectives. TESOL Newsletter 15 (1981)
44. Orland-Barak L., and Yinon H. Same but different: Jewish and Arab Student teachers' reflections on the use of L1 in teaching English as a foreign language. Language, Learning and Curriculum 18 1 (2005) 91-114
45. Parsons M., and Stephenson M. Developing reflective practice in student teachers: Collaboration and critical partnerships. Teachers and Teaching 11 1 (2005) 95-116
46. Popkewitz T. Educational reform and the problem of institutional life. Educational Researcher 8 (1978) 3-8
47. Rodgers C. Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record 104 4 (2002) 842-866
48. Rust F.O. The first year of teaching: It's not what I expected. Teaching and Teacher Education 10 2 (1994) 205-217
49. Schon D.A. The reflective practitioner: How professionals think in action (1983), Basic Books, New York
50. Schon D.A. Educating the reflective practitioner: Toward a new design for teaching and learning in the professions (1987), Jossey-Bass, San Fransisco
51. Shulman L. Those who understand: Knowledge growth in teaching. Educational Researcher 15 2 (1986) 8-9
52. Shulman L. Knowledge and teaching. Harvard Educational Review 56 (1987) 1-22
53. Sinclair J.M., and Brazil D. Teacher talk (1982), Oxford University Press, Oxford
54. Smagorinsky P., Cook L.S., and Johnson T.S. The twisting path of concept development in learning to teach. Teachers College Record 105 8 (2003) 1399-1436
55. Strauss A., and Corbin J. Basics of qualitative research: Grounded theory procedures and techniques (1990), Sage, Newbury Park, CA
56. Strike K., and Posner G. Conceptual change and science teaching. European Journal of Science Education 4 (1982) 231-240
57. Tillema H., and van der Westhuizen G. Knowledge construction in collaborative enquiry among teachers. Teachers and Teaching: Theory and Practice 12 1 (2006) 51-67
58. Van Manen M. The tact of teaching: The meaning of pedagogical thoughtfulness (1991), State University of New York Press, Albany
59. Woods, H. E. (1991). The student teaching experience: A qualitative examination. Doctoral dissertation. Oregon State University, Corvallis.
60. Zeichner K., and Gore J. Teacher socialisation. In: Houston W.R. (Ed). Handbook of research on teacher education (1990), Macmillan, New York, London 329-348