Positive experiences as input for reflection by student teachers

Teachers and Teaching: Theory and Practice

Volumn 14, Issue 2, 2008, Pages 115-127

  Janssen, Fred ^a   De Hullu, Els ^a   Tigelaar, Dineke ^a  

^a LEIDEN UNIVERSITY   (Netherlands)

Author keywords

Emotion; Motivation; Reflective teaching; Student teacher; Teacher education

Indexed keywords

EID: 59549083140     PISSN: 13540602     EISSN: None     Source Type: Journal    
DOI: 10.1080/13540600801965903     Document Type: Article

References (22)

1. Bransford, J., Derry, S., Berliner, D., & Hammerness, K. (2005). Theories of learning and their roles in teaching. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 40-87). San Francisco, CA: Jossey-Bass
2. Copeland, W.D., Birmingham, C., de la Cruz, E., & Lewin, B. (1993). The reflective practitioner in teaching: Toward a reserach agenda. Teaching and Teacher Education, 9(4), 347-359
3. Durlinger, S., van Ham, J., Pokojska, G., &. Visseren, R. (2004). Leren van je succes [Learning from positive experiences]. Research paper for Leiden University Graduate School of Teaching, Leiden, The Netherlands
4. Fishbein, M., Triandis, H.C., Kanfer, F.H., Becker, M., Middlestadt, S.E., & Eichler, A. (2001). Factors influencing behavior and behavior change. In A. Baum, T. A. Revenson, & J.E. Singer (Eds.), Handbook of health psychology (pp. 3-19). Mahwah, NJ: Lawrence Erlbaum
5. Fredrickson, B.L. (2002). Positive emotions. In C.R. Snyder & S.J. Lopez (Eds.), Handbook of positive psychology (pp. 120-134). Oxford: Oxford University Press
6. Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards a definition and implementation. Teaching and Teacher Education, 11(1), 33-49
7. Hermans, H.J.M., & Hermans-Jansen, E. (1995). Self-narratives: The construction of meaning in psychotherapy. New York: Guilford Press
8. Isen, A.M. (1987). Positive affect, cognitive processes, and social behavior. Advances in Experimental Social Psychology, 47, 1206-1217
9. Jay, J.K., & Johnson, K.L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85
10. Korthagen, F., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Erlbaum
11. Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11(l), 47-71
12. Lee, H.J. (2005). Understanding and assessing preservice teachers' reflective thinking. Teaching and Teacher Education, 21, 699-715
13. Mansvelder-Longayroux, D., Beijaard, D., & Verloop, N. (2007). The portfolio as a tool for stimulating reflection by stydent teachers. Teaching and Teacher Education, 23(1), 47-62
14. Merrill, D.M. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59
15. Minsky, M. (1986). The society of mind. New York: Simon & Schuster
16. Rosenshine, B,, & Meister, C. (1995). Direct instruction. In L.W. Anderson (Ed.), International encyclopedia of teaching and teacher education (2nd ed., pp. 143-149). Oxford: Pergamon
17. Seligman, M., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5-14
18. Smedslund, J. (1997). The structure of psychological common sense. London: Lawrence Erlbaum
19. Snyder, C.R., & Lopez, S.J. (Eds.). (2002). Handbook of positive psychology. Oxford: Oxford University Press
20. Straus, A.L. (1987). Qualitative analysis for social scientists. New York: Cambridge University Press
21. Wigfield, A., & Eccles, J. (2000). Expectancy-value theory of motivation. Contemporary Educational Psychology, 25, 68-81
22. Zeichner, K.M., & Noffke, S.E. (2001). Practitioner research. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.) (pp. 289-330). Washington, DC: American Educational Research Association