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Volumn 19, Issue 3, 2011, Pages 399-411

Reflecting on professional development

Author keywords

Action research; Collaborative; Continuing professional development; Reflection

Indexed keywords


EID: 80052831435     PISSN: 09650792     EISSN: 17475074     Source Type: Journal    
DOI: 10.1080/09650792.2011.600643     Document Type: Article
Times cited : (20)

References (22)
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    • Multiple voices, multiple realities, what truth? Student teachers' learning to reflect in different paradigms
    • Admiraal, W., and T. Wubbles. 2005. Multiple voices, multiple realities, what truth? Student teachers' learning to reflect in different paradigms. Teachers and Teaching: Theory and practice 11, no. 3: 315-29.
    • (2005) Teachers and Teaching: Theory and Practice , vol.11 , Issue.3 , pp. 315-329
    • Admiraal, W.1    Wubbles, T.2
  • 3
    • 33644635454 scopus 로고    scopus 로고
    • The impact of collaborative CPD on classroom teaching and learning
    • London: EPPI Centre, Social Science Research Unit, Institute of Education, Version 1
    • Cordingley, P., M. Bell, B. Rundell, and D. Evans. 2003. The impact of collaborative CPD on classroom teaching and learning. In Research Evidence in Education Library. Version 1.1. London: EPPI Centre, Social Science Research Unit, Institute of Education.
    • (2003) Research Evidence In Education Library , pp. 1
    • Cordingley, P.1    Bell, M.2    Rundell, B.3    Evans, D.4
  • 9
    • 84887896801 scopus 로고
    • Three modes of action research
    • Grundy, S. 1982. Three modes of action research. Curriculum Perspectives 2, no. 3: 23-34.
    • (1982) Curriculum Perspectives , vol.2 , Issue.3 , pp. 23-34
    • Grundy, S.1
  • 13
  • 14
    • 0001872774 scopus 로고
    • Reflective writing and the spirit of inquiry
    • Holly, M.L. 1989. Reflective writing and the spirit of inquiry. Cambridge Journal of Education 19, no. 1: 71-80.
    • (1989) Cambridge Journal of Education , vol.19 , Issue.1 , pp. 71-80
    • Holly, M.L.1
  • 16
    • 33845329359 scopus 로고    scopus 로고
    • The contribution of curriculum development to teachers' professional development: A Scottish case study
    • Kirkwood, M. 2001. The contribution of curriculum development to teachers' professional development: A Scottish case study. Journal of Curriculum and Supervision 17, no. 1: 5-28.
    • (2001) Journal of Curriculum and Supervision , vol.17 , Issue.1 , pp. 5-28
    • Kirkwood, M.1
  • 17
    • 33044489513 scopus 로고    scopus 로고
    • Action research and reflective practice: Towards a holistic view
    • Leitch, R., and C. Day. 2000. Action research and reflective practice: Towards a holistic view. Educational Action Research 8, no. 1: 179-93.
    • (2000) Educational Action Research , vol.8 , Issue.1 , pp. 179-193
    • Leitch, R.1    Day, C.2
  • 20
    • 79551492185 scopus 로고    scopus 로고
    • Reflective practice: The challenge of journal writing
    • Otienoh, R.O. 2009. Reflective practice: The challenge of journal writing. Reflective Practice 10, no. 4: 477-89.
    • (2009) Reflective Practice , vol.10 , Issue.4 , pp. 477-489
    • Otienoh, R.O.1
  • 21
    • 4043058698 scopus 로고    scopus 로고
    • Teachers' development of professional knowledge through action research and the facilitation of this by teacher educators
    • Ponte, P., J. Ax, D. Beijaard, and T. Wubbels. 2004. Teachers' development of professional knowledge through action research and the facilitation of this by teacher educators. Teaching and Teacher Education 20, no. 6: 571-88.
    • (2004) Teaching and Teacher Education , vol.20 , Issue.6 , pp. 571-588
    • Ponte, P.1    Ax, J.2    Beijaard, D.3    Wubbels, T.4


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.