Theory, practice and reflection: A pre-service primary mathematics education programme

Teachers and Teaching: Theory and Practice

Volumn 6, Issue 1, 2000, Pages 23-39

  Hill, Lola ^a  

^a DEAKIN UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 37549002580     PISSN: 13540602     EISSN: None     Source Type: Journal    
DOI: 10.1080/135406000114735     Document Type: Article

References (29)

1. ALLEXSAHT-SNIDER, M., DEEGAN, J. G. & WHITE, C. S. (1995) Educational renewal in an alternative teacher education programme: evolution of a school-university partnership, Teaching and Teacher Education, 11(5), pp. 519-530.
2. BALL, D. L. (1988) Unlearning to teach mathematics, For the Learning of Mathematics, 10(2), pp. 10-16.
3. BORKO, H. & MAYFIELD, V. (1995) The roles of the cooperating teacher and university supervisor in learning to teach. Teaching and Teacher Education, 11, 5, 501-518.
4. BORKO, H., EISENHART, M., BROWN, C., UNDERHILL, R., JONES, D. & AGARD, P. (1992) Learning to teach hard mathematics: do novice teachers and their instructors give up too easily? Journal for Research in Mathematics Education, 23(3), pp. 194-222.
5. CALDERHEAD, J. & SHORROCK, S. B. (1997) Understanding Teacher Education: case studies in the professional development of beginning teachers (London, Falmer Press).
6. CLARKE, A. (1995) Professional development in practicum settings: reflective practice under scrutiny, Teaching and Teacher Education, 11(3), pp. 243-261.
7. CLAXTON, G. & CARR, M. (1987) Understanding change: the personal perspective, Working Paper 401 Science Education Research Unit, University of Waikato, New Zealand.
8. EPSTEIN, S. (1980) Self-concept: a review and the proposal of an integrated theory of personality, in E. STAUB (Ed.) Personality: basic issues and current research (Englewood Cliffs, Prentice-Hall).
9. FURLONG, J. & MAYNARD, T. (1995) Mentoring Students: the growth of professional knowledge (London, Routledge).
10. GOLDFRIED, M. R. (1979) Anxiety reduction through cognitive-behavioural intervention, in P. C. KENDALL & S. D. HOLLON (Eds) Cognitive-behavioural Interventions: theory, research, and procedures (New York, Academic Press).
11. HANDAL, G. & LAUVAS, P. (1987) Promoting Reflective Teaching (London, Open University Press).
12. HILL, L. M. (1994) Promoting self-control of mathematics learning of pre-service primary teachers. Doctoral dissertation, Monash University, Clayton, Victoria.
13. JOHNSTON, S. (1994) Experience is the best teacher; or is it? An analysis of the role of experience in learning to teach. Journal of Teacher Education, 45, 3, 199-208.
14. KEGAN, R. (1994) In Over our Heads: the mental demands of modern life (Cambridge, Harvard University Press).
15. LAURIALA, A. & SYRJALA, L. (1995) The influences of research into alternative pedagogies on the professional development of prospective teachers, Teachers and Teaching: theory and practice, 1(1), pp. 101-118.
16. MAHLIOS, M. & MAXSON, M. (1995) Capturing pre-service teachers' beliefs about schooling, life, and childhood, Journal of Teacher Education, 46(3), pp. 192-199.
17. MAGUIRE, M. (1995) Dilemmas in teaching teachers: the tutor's perspective, Teachers and Teaching: theory and practice, 1(1), pp. 119-131.
18. MCDERMOTT, P., GORMLEY, K., ROTHENBERG, J. & HAMMER, J. (1995) The influence of classroom practical experiences on students' thoughts about teaching, Journal of Teacher Education, 46(3), pp. 184-191.
19. MCNAMARA, D. (1995) The influence of students' tutors and mentors upon their classroom practice: an exploratory study, Teaching and Teacher Education, 11(1), pp. 51-61.
20. PERRY, W. (1981) Cognitive and ethical growth: the making of meaning, in A. CHICKERTNG (Ed.) The Modern American College: responding to the new realities of diverse students and a changing society. (San Francisco, Jossey Bass).
21. PHELAN, A. M. & MCLAUGHLIN, H. J. (1995) Educational discourses, the nature of the child, and the practice of new teachers, Journal of Teacher Education, 46(3), pp. 165-174.
22. SCHMIDT, M. & KNOWLES, J. G. (1995) Four women's stories of 'failure' as beginning teachers, Teaching and Teacher Education, 11(5), pp. 429-444.
23. SCHUMACHER, G. M., TICE, S., LOOI, P. W., STEIN, S., JOYNER, C. & JOLTON, J. (1993) Difficult to change knowledge: explanations and interventions, in Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics (Ithaca, Misconceptions Trust).
24. SKEMP, R. (1979) Intelligence, Learning and Action (Chichester, John Wiley).
25. SKEMP, R. (1989) Mathematics in the Primary School (London, Routledge).
26. SPEEDY, G., FENSHAM, P. J. & ANNISE, C. (1989) Report of the Discipline Review of Teacher Education in Mathematics and Science, Vol. 1 (Canberra, Australian Government Publishing Service).
27. TISHER, R. P. & KLINZING, H. (1992) Procedures to develop classroom teaching skills: modelling, cases, simulations and micro-teaching, South Pacific Journal of Teacher Education, 20(1), pp. 35-48.
28. VARE, J. W. (1995) Partnership contrasts: microteaching activity as two apprenticeships in thinking, Journal of Teacher Education, 45(3), pp. 209-217.
29. VAN MANEN, M (1995) On the epistemology of reflective practice, Teachers and Teaching: theory and practice, 1(1), pp. 33-50.