메뉴 건너뛰기




Volumn 31, Issue 2, 2008, Pages 215-227

Enhancing teacher education practice through professional learning conversations

Author keywords

[No Author keywords available]

Indexed keywords


EID: 45949099287     PISSN: 02619768     EISSN: 14695928     Source Type: Journal    
DOI: 10.1080/02619760802000297     Document Type: Article
Times cited : (46)

References (34)
  • 1
    • 34547105561 scopus 로고    scopus 로고
    • Action learning in teacher learning community formation: Informative or transformative?
    • Aubusson, P., F. Steele, L. Brady, and S. Dinham. 2007. Action learning in teacher learning community formation: Informative or transformative? Teacher Development 11: 133-48.
    • (2007) Teacher Development , vol.11 , pp. 133-148
    • Aubusson, P.1    Steele, F.2    Brady, L.3    Dinham, S.4
  • 3
    • 0034348541 scopus 로고    scopus 로고
    • Teacher education reform as a story of possibility: Lessons learned, lessons forgotten - the American Council on Education's Commission on Teacher Education (1939-1942)
    • Bullough, R. 2000. Teacher education reform as a story of possibility: Lessons learned, lessons forgotten - the American Council on Education's Commission on Teacher Education (1939-1942). Teaching and Teacher Education 16: 131-45.
    • (2000) Teaching and Teacher Education , vol.16 , pp. 131-145
    • Bullough, R.1
  • 4
    • 84996234430 scopus 로고    scopus 로고
    • Guidelines for quality in autobiographical forms of selfstudy research
    • Bullough, R., and S. Pinnegar. 2001. Guidelines for quality in autobiographical forms of selfstudy research. Educational Researcher 30: 13-21.
    • (2001) Educational Researcher , vol.30 , pp. 13-21
    • Bullough, R.1    Pinnegar, S.2
  • 6
    • 0040668512 scopus 로고
    • Teachers' professional knowledge landscapes: Secret, sacred and cover stories
    • D. Jean Clandinin and F. Michael Connelly, ed, Columbia University: Teachers College Press
    • Connelly, F.M., and D.J. Clandinin. 1995. Teachers' professional knowledge landscapes: secret, sacred and cover stories. In Teachers' Professional knowledge landscapes, D. Jean Clandinin and F. Michael Connelly, ed., 3-15. Columbia University: Teachers College Press.
    • (1995) Teachers' Professional knowledge landscapes , pp. 3-15
    • Connelly, F.M.1    Clandinin, D.J.2
  • 7
    • 0035588978 scopus 로고    scopus 로고
    • Teachers' and teacher educators' lives: The role of emotion
    • Day, C., and R. Leitch. 2001. Teachers' and teacher educators' lives: The role of emotion. Teaching and Teacher Education 17: 403-15.
    • (2001) Teaching and Teacher Education , vol.17 , pp. 403-415
    • Day, C.1    Leitch, R.2
  • 9
    • 0035540330 scopus 로고    scopus 로고
    • From preparation to practice: Designing a continuum to strengthen and sustain teaching
    • Feiman-Nemser, S. 2001. From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record 103: 1013-55.
    • (2001) Teachers College Record , vol.103 , pp. 1013-1055
    • Feiman-Nemser, S.1
  • 10
  • 12
    • 4043135925 scopus 로고    scopus 로고
    • Evaluating our peers: Is peer observation a meaningful process
    • Hammersley-Fletcher, L., and P. Orsmond. 2004. Evaluating our peers: Is peer observation a meaningful process. Studies in Higher Education 29: 489-503.
    • (2004) Studies in Higher Education , vol.29 , pp. 489-503
    • Hammersley-Fletcher, L.1    Orsmond, P.2
  • 14
    • 0010707561 scopus 로고    scopus 로고
    • Department-level cultures and the improvement of learning and teaching
    • Knight, P., and P. Trowler. 2000. Department-level cultures and the improvement of learning and teaching. Studies in Higher Education 25: 69-83.
    • (2000) Studies in Higher Education , vol.25 , pp. 69-83
    • Knight, P.1    Trowler, P.2
  • 16
    • 45949107438 scopus 로고    scopus 로고
    • The fragile strengths of self-study
    • Peter Aubusson and Sandy Schuck, ed, Dordrecht: Springer
    • _. 2006. The fragile strengths of self-study. In Teacher learning and development: The mirror maze, Peter Aubusson and Sandy Schuck, ed., 251-62. Dordrecht: Springer.
    • (2006) Teacher learning and development: The mirror maze , pp. 251-262
    • LaBoskey, V.K.1
  • 18
    • 0009943248 scopus 로고    scopus 로고
    • An introduction to purpose, passion and pedagogy
    • John Loughran and Tom Russell, ed, London: Falmer
    • Loughran, J. 1997. An introduction to purpose, passion and pedagogy. In Teaching about teaching: Purpose, passion and pedagogy, John Loughran and Tom Russell, ed., 3-9. London: Falmer.
    • (1997) Teaching about teaching: Purpose, passion and pedagogy , pp. 3-9
    • Loughran, J.1
  • 19
    • 85139360907 scopus 로고    scopus 로고
    • Understanding self-study of teacher education practices
    • John Loughran and Tom Russell, ed, London: RoutledgeFalmer
    • _. 2002. Understanding self-study of teacher education practices. In Improving Teacher Education Practices through self-study, John Loughran and Tom Russell, ed., 239-48. London: RoutledgeFalmer.
    • (2002) Improving Teacher Education Practices through self-study , pp. 239-248
    • Loughran, J.1
  • 20
    • 45949085111 scopus 로고    scopus 로고
    • Challenges, dilemmas and future directions in teaching about teaching
    • Peter Aubusson and Sandy Schuck, ed, Dordrecht: Springer
    • _. 2006. Challenges, dilemmas and future directions in teaching about teaching. In Teacher learning and development: The mirror maze, Peter Aubusson and Sandy Schuck, ed., 163-75. Dordrecht: Springer.
    • (2006) Teacher learning and development: The mirror maze , pp. 163-175
    • Loughran, J.1
  • 22
    • 22044454687 scopus 로고    scopus 로고
    • Developing higher education teaching skills through peer observation and collaborative reflection
    • Martin, G., and J. Double. 1998. Developing higher education teaching skills through peer observation and collaborative reflection. Innovations in Education and Training International 35: 161-70.
    • (1998) Innovations in Education and Training International , vol.35 , pp. 161-170
    • Martin, G.1    Double, J.2
  • 23
    • 0035641058 scopus 로고    scopus 로고
    • Opportunities and challenges in the development of teachers' knowledge: The development of narrative authority through knowledge communities
    • Olson, M., and C. Craig. 2001. Opportunities and challenges in the development of teachers' knowledge: The development of narrative authority through knowledge communities. Teaching and Teacher Education 17: 667-84.
    • (2001) Teaching and Teacher Education , vol.17 , pp. 667-684
    • Olson, M.1    Craig, C.2
  • 24
    • 27844468622 scopus 로고    scopus 로고
    • One classroom at a time? Teacher isolation and community viewed through the prism of the particular
    • Pomson, A.M. 2005. One classroom at a time? Teacher isolation and community viewed through the prism of the particular. Teachers College Record 107: 783-802.
    • (2005) Teachers College Record , vol.107 , pp. 783-802
    • Pomson, A.M.1
  • 25
    • 51449116524 scopus 로고    scopus 로고
    • Learning from reciprocal peer observation: A collaborative self-study
    • in press
    • Pressick-Kilborn, K., and K. te Riele. 2007. Learning from reciprocal peer observation: A collaborative self-study. Studying Teacher Education (in press).
    • (2007) Studying Teacher Education
    • Pressick-Kilborn, K.1    te Riele, K.2
  • 26
  • 27
    • 85139345161 scopus 로고    scopus 로고
    • Learning about our teaching from our graduates, learning about learning with critical friends
    • John Loughran and Tom Russell, ed, London: RoutledgeFalmer
    • Schuck, S., and G. Segal. 2002. Learning about our teaching from our graduates, learning about learning with critical friends. In Improving Teacher Education Practices through self-study, John Loughran and Tom Russell, ed., 88-101. London: RoutledgeFalmer.
    • (2002) Improving Teacher Education Practices through self-study , pp. 88-101
    • Schuck, S.1    Segal, G.2
  • 28
    • 45949084513 scopus 로고    scopus 로고
    • Self-Study, Critical Friendship, and the Complexities of Teacher Education
    • Schuck, S., and T. Russell. 2005. Self-Study, Critical Friendship, and the Complexities of Teacher Education. Studying Teacher Education 1: 107-21.
    • (2005) Studying Teacher Education , vol.1 , pp. 107-121
    • Schuck, S.1    Russell, T.2
  • 29
    • 45949095091 scopus 로고    scopus 로고
    • Schuck, S., J. Buchanan, and S. Gordon. 2008, in press. What are we missing here? Problematising wisdoms on teaching quality and professionalism in higher education. Accepted by Teaching in Higher Education Journal.
    • Schuck, S., J. Buchanan, and S. Gordon. 2008, in press. What are we missing here? Problematising wisdoms on teaching quality and professionalism in higher education. Accepted by Teaching in Higher Education Journal.
  • 30
    • 85106071966 scopus 로고
    • From collaborative action to collective self-reflection: A sociodynamic approach to educational research
    • Michael Schratz, ed, London: Falmer press
    • Schratz, M. 1993. From collaborative action to collective self-reflection: A sociodynamic approach to educational research. In Qualitative voices in educational research, Michael Schratz, ed., 56-71. London: Falmer press.
    • (1993) Qualitative voices in educational research , pp. 56-71
    • Schratz, M.1
  • 32
    • 13944265893 scopus 로고    scopus 로고
    • So, what about the professional development of teacher educators?
    • Smith, K. 2003. So, what about the professional development of teacher educators? European Journal of Teacher Education 26: 201-15.
    • (2003) European Journal of Teacher Education , vol.26 , pp. 201-215
    • Smith, K.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.