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Volumn 73, Issue 1, 2008, Pages 76-86

Becoming a reflective practitioner in the age of accountability

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EID: 84871229603     PISSN: 00131725     EISSN: 19388098     Source Type: Journal    
DOI: 10.1080/00131720802539697     Document Type: Article
Times cited : (25)

References (15)
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    • Kagan, D. 1992. Professional growth among preservice teachers. Review of Educational Research 62(2): 129-69.
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    • Kagan, D.1
  • 3
    • 0010955105 scopus 로고
    • The role of reflection in teacher’s professional development
    • L. Kremer-Hayon, H. Vonk, and R. Fessler, Amsterdam: Swets & Zeitlinger
    • Korthagen, F. 1993. The role of reflection in teacher’s professional development. In Teacher professional development: A multiple perspective approach, ed. L. Kremer-Hayon, H. Vonk, and R. Fessler, 133-45. Amsterdam: Swets & Zeitlinger.
    • (1993) Teacher Professional Development: A Multiple Perspective Approach , pp. 133-145
    • Korthagen, F.1
  • 6
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    • Reflection, research and repertoire in masters certification program at the University of Maryland
    • L. Valli, Albany: University of New York Press
    • McCaleb, J., H. Borko, and R. Arends. 1992. Reflection, research and repertoire in masters certification program at the University of Maryland. In Reflective teacher education: Cases and critiques, ed. L. Valli, 44-64. Albany: University of New York Press.
    • (1992) Reflective Teacher Education: Cases and Critiques , pp. 44-64
    • McCaleb, J.1    Borko, H.2    Arends, R.3
  • 8
    • 84948039278 scopus 로고
    • The role of beliefs in the practice of teaching
    • Nespor, J. 1987. The role of beliefs in the practice of teaching. Journal of Curriculum Studies 19(4): 317-28.
    • (1987) Journal of Curriculum Studies , vol.19 , Issue.4 , pp. 317-328
    • Nespor, J.1
  • 9
    • 85049095914 scopus 로고    scopus 로고
    • Schools for a new majority: The role of teacher education in hard times
    • Nieto, S. 2005. Schools for a new majority: The role of teacher education in hard times. The New Educator 1(1): 27-43.
    • (2005) The New Educator , vol.1 , Issue.1 , pp. 27-43
    • Nieto, S.1
  • 10
    • 85167047917 scopus 로고    scopus 로고
    • Washington, DC: U.S. Congress
    • No Child Left Behind Act. 2001. Public Law 107-110. Washington, DC: U.S. Congress.
    • (2001) Public Law , pp. 107-110
  • 11
    • 84964146442 scopus 로고
    • Teachers’ beliefs and educational research: Cleaning up a messy construct
    • Pajares, M. F. 1992. Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research 62(3): 307-32.
    • (1992) Review of Educational Research , vol.62 , Issue.3 , pp. 307-332
    • Pajares, M.F.1
  • 12
    • 0002606733 scopus 로고    scopus 로고
    • The role of attitudes and beliefs in learning to teach
    • 2nd ed., ed. J. Sikula, T. Buttery, and E. Guyton, New York: Macmillan
    • Richardson, V. 1996. The role of attitudes and beliefs in learning to teach. In Handbook of research on teacher education, 2nd ed., ed. J. Sikula, T. Buttery, and E. Guyton, 102-19. New York: Macmillan.
    • (1996) Handbook of Research on Teacher Education , pp. 102-119
    • Richardson, V.1
  • 14
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    • Knowledge and teaching: Foundations of the new reform
    • Shulman, L. 1987. Knowledge and teaching: Foundations of the new reform. Harvard Educational Review 57(1): 1-22.
    • (1987) Harvard Educational Review , vol.57 , Issue.1 , pp. 1-22
    • Shulman, L.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.