Guided planning in first-year student teachers' teaching

Scandinavian Journal of Educational Research

Volumn 54, Issue 5, 2010, Pages 431-449

  Nilssen, Vivi Lisbeth ^a  

^a NORWEGIAN UNIVERSITY OF SCIENCE AND TECHNOLOGY   (Norway)

Author keywords

Guided planning; Pedagogical content knowledge; Student teaching; Teacher education

Indexed keywords

EID: 77958533700     PISSN: 00313831     EISSN: 14701170     Source Type: Journal    
DOI: 10.1080/00313831.2010.508909     Document Type: Article

References (56)

1. Ball, D.L. (1988). American prospective teachers' images of mathematics teaching and learning and of students as learners of mathematics. Unpublished paper. Michigan State University.
2. Ball, D.L. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51(3), 241-247.
3. Ball, D.L., & Rundquist, S.S. (1993). Collaboration as a context for joining teacher learning with learning about teaching. In D.K. Cohen, M.W. McLaughlin, & J.E. Talbert (Eds.), Teaching for understanding: Challenges for policy and practice (pp. 13-42). San Fransisco: Jossey- Bass.
4. Bjørndal, B., & Lieberg, S. (1978). Nye veier i didaktikken? [New pathways in didactics?]. Oslo: Aschehoug.
5. Blanton, M.L., Berenson, S.B., & Norwood, K.S. (2001). Exploring a pedagogy for the supervision of prospective mathematics teachers. Journal of Mathematics Teacher Education, 4(3), 177-204.
6. Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
7. Clark, C.M. (2005). Real lessons from imaginary teachers. Teachers and Teaching: Theory and Practice, 11(3), 233-237.
8. Cochran, K.F., DeRuiter, J.A., & King, R.A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-272.
9. Collins, A., Brown, J., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator,(winter), 6-46.
10. Collins, A., Brown, J., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L.B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Mahwah, NJ: Lawrence Erlbaum.
11. Cresswell, J.W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
12. Doyle, W. (1977). Learning the classroom environment: An ecological analysis. Journal of Teacher Education, 28(6), 51-55
13. Dewey, J. (1904/1965). The relation of theory to practice in education. In M. Borrowman (Ed.), Teacher education in America: A documentary history (pp. 140-171). New York: Teachers College Press.
14. Dewey, J. (1938/1997). Experience and education. New York: Simon & Schuster.
15. Edwards, A. (1998). Mentoring student teachers in primary schools: Assisting student teachers to become learners. European Journal of Teacher Education, 21(1), 47-62.
16. Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strenghthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
17. Feiman-Nemser, S., & Beasley, K. (1997). Mentoring as assisted performance: A case of coplanning. In V. Richardson (Ed.), Constructivist teacher education: Building new understandings (pp. 108-126). London: Falmer Press.
18. Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
19. Gudmundsdottir, S. (1995). The narrative nature of pedagogical content knowledge. In K. Egan & H. McEwan (Eds.), Narrative in teaching, learning and research (pp. 24-38). New York: Teachers College Press.
20. Gumundsdottir, S. (2001). Narrative research on school practice. In V. Richardson (Ed.). Fourth handbook of research on teaching (pp. 226-240). Washington, DC: American Educational Research Association.
21. Hashweh, M. (2005). Teacher pedagogical constructions: A reconfiguration of pedagogical content knowledge. Teachers and Teaching: Theory and Practice, 11(3), 273-292.
22. Haug, P. (2004). Resultat fra evalueringa av Reform 97 [Results from the evaluation of Reform 97]. Oslo: Noregs forskingsråd.
23. Hawkins, D. (2000). The roots of literacy. Boulder, CO: University Press of Colorado.
24. Heaton, R.M., & Lampert, M. (1993). Learning to hear voices: Inventing a new pedagogy of teacher education. In D.K. Cohen, J.E. Talbert, & M.W. McLaughlin (Eds.), Teaching for understanding: Challenges for policy and practice (pp. 43-83). San Francisco: Jossey-Bass.
25. Jaworski, B., & Watson, A. (1994). Mentoring, co-mentoring, and the inner mentor. In A. Watson, & B. Jaworski (Eds.), Mentoring in mathematics teaching (pp. 124-138). London: Falmer Press.
26. Koster, B., Korthagen, F., & Wubbels, T. (1998). Is there anything left for us? Functions of coopeating teachers and teachers educators. European Journal of Teacher Education, 21(1), 75-89.
27. Kozulin, A. (2003). Psychological tools and mediated learning. In A. Kozulin, B. Gindis, V.S. Ageyev, & S.M. Miller (Eds.), Vygotsky's educational theory in cultural context (pp. 15-38). Cambridge: Cambridge University Press.
28. KUF (Kirke-, utdannings- og forskningsdepartementet [Ministry of Education, Research and Church Affairs]). (1999). Rammeplan og forskrift for 4-årig allmennlærerutdanning [Overall frame- work and regulation for the 4-year teacher education for primary and lower secondary school]. Oslo: Norgesnettrådet.
29. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
30. Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: The University of Chicago Press.
31. Marks, R. (1990). Pedagogical content knowledge: From a mathematical case to a modified conception. Journal of Teacher Education, 41(3), 3-20.
32. Miles, M.B., & Huberman, A.M. (1994). An expanded sourcebook: Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
33. Ministry of Education and Research. (2003). Rammeplan for allmennlærerutdanningen [Overall framework for teacher education for primary and lower secondary school]. Oslo: Author. Retrieved September 12, 2006, from www.dep.no/archive/ufdvedlegg/01/04/2Ramm012.pdf.
34. Moen, T. (2004). "Pupils need to be seen": A narrative study of a teacher's inclusive education. Dissertation. Trondheim: NTNU
35. Nilssen, V. (2007). Mentoring teaching of mathematics: The importance of shared focus of attention. In M. Zellermayer & E. Munthe (Eds.), Teachers learning in communities: International perspectives (pp. 189-204). Rotterdam: Sense Publishers.
36. Nilssen, V., Wangsmo-Cappelen, V., & Gudmundsdottir, S. (1996). "Dæm tænkt på ein heilt anna måte enn kaæ gjor": En kasusstudie av en lærerstudents matematikkundervisning i 2. klasse ["They thought in a quite different way than I did": A case study of a student teacher's mathematics teaching in second grade]. Trondheim, Norway: Tapir.
37. Ongstad, S., Hudson, B., Pepin, B., Imsen, G., & Kansanen, P. (2005). Didaktikk and/in mathematics education. Studying a discipline in international, comparative and communicational perspectives. Oslo: Oslo University College.
38. Perks, P., & Prestage, S. (1994). Planning for learning. In A. Watson & B. Jaworski (Eds.), Mentoring in mathematics teaching (pp. 65-82). London: Falmer Press.
39. Rodd, M. (1995). Dimensions in mathematics mentoring in school-based initial teacher education. Teachers and Teaching: Theory and Practice, 1(2), 229-246.
40. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
41. Schön, D.A. (1987). Educating the reflective practitioner. San Francisco: Jossey Bass.
42. Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
43. Shulman, L.S. (1998). Theory, practice, and the education of the professionals. Elementary School Journal, 98(5), 511-526.
44. Skagen, K. (2000). Norsk veiledningstradisjon i lærerutdanning: Analyse og kritikk [Norwegian supervision tradition in teacher education: Analysis and criticism]. In K. Skagen (Ed.), Kunnskap og handling i pedagogisk veiledning [Knowledge and action in pedagogical supervision] (pp. 19-34). Bergen, Norway: Fagbokforlaget.
45. Stone, C.A. (1993). What is missing in the metaphor of scaffolding? In E.A. Foreman, N. Minick, & C.A. Stone (Eds.), Contexts for learning: Socio-cultural dynamics in children's development (pp. 169-183). New York: Oxford University Press.
46. Strauss, A.L., & Corbin, J.M. (1988). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
47. Sundli, L. (2002). Veiledning i virkeligheten. Praksisveiledning med lærerstudenter. [Mentoring in the real world. Mentoring student teachers through field experiences]. Oslo: Gyldendal akademisk.
48. Taylor, S.J., & Bogdan, R. (1998). Introduction to qualitative research methods: A guidebook and resource (3rd ed.). New York: John Wiley & Sons.
49. Tharp, R.G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning and schooling in social context. Cambridge: Cambridge University Press.
50. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
51. Vygotsky, L.S. (1981). The instrumental method in psychology. In J. Wertsch (Ed.). The concept of activity in Soviet psychology (pp. 134-143). New York: M.E. Sharpe.
52. Wells, C.G. (1999). Dialogic inquiry: Towards a socio-cultural practice and theory of education. New York: Cambridge University Press.
53. Wertsch, J.V. (1998). Mind as action. New York: Oxford University Press.
54. Wertsch, J.V., & Stone, C.A. (1985). The concept of internalisation in Vygotsky's account of the genesis of higher mental functions. In J.V. Wertsch (Ed.), Culture, communication and cognition: Vygotskian perspectives (pp. 162-179). Cambridge: Cambridge University Press.
55. Wolf, N. (2003). Learning to teach mathematics for understanding in the company of mentors. Teachers and Teaching: Theory and Practice, 9(2), 87-106.
56. Zeichner, K., & Gore, J. (1990). Teacher socialization. In W.R. Houston, M. Haberman, & J. Sikula (Eds.), Handbook of research on teacher education: A project of the Association of Teacher Educators (pp. 329-348). New York: Macmillan.