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Volumn , Issue , 2005, Pages 1-13

Constructivist teaching and teacher education: Theory and practice

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EID: 85070390480     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203973684-8     Document Type: Chapter
Times cited : (11)

References (27)
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  • 2
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  • 3
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    • BREDO, E. (1994) ‘Reconstructing educational psychology: Situated cognition and Deweyan pragmatism’, Educational Psychologist, 29, 1, pp. 23-36.
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  • 7
    • 70349602720 scopus 로고
    • Where is the mind? Constructivist and sociocultural perspectives on mathematical development
    • COBB, P. (1994) ‘Where is the mind? Constructivist and sociocultural perspectives on mathematical development’, Educational Researcher, 23, 7, pp. 13-20.
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  • 8
    • 21144477105 scopus 로고
    • Characteristics of classroom mathematics traditions: An interactional analysis
    • COBB, P., WOOD, T., YAEKEL, E. and MCNEAL, B. (1992) ‘Characteristics of classroom mathematics traditions: An interactional analysis’, American Educational Research Journal, 29, 3, pp. 573-604.
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    • Cobb, P.1    Wood, T.2    Yaekel, E.3    McNeal, B.4
  • 9
    • 84878700814 scopus 로고
    • The influence of L.A.Vygotsky on education theory, research, and practice
    • DAVYDOV, V.V. (1995) ‘The influence of L.A.Vygotsky on education theory, research, and practice’, Educational Researcher, 24, 3, pp. 12-21.
    • (1995) Educational Researcher , vol.24 , Issue.3 , pp. 12-21
    • Davydov, V.V.1
  • 10
    • 84936077635 scopus 로고
    • The silenced dialogue: Power and pedagogy in educating other people’s children
    • DELPIT, L. (1988) ‘The silenced dialogue: Power and pedagogy in educating other people’s children’, Harvard Educational Review, 58, pp. 280-98.
    • (1988) Harvard Educational Review , vol.58 , pp. 280-298
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  • 14
    • 21844484716 scopus 로고
    • Fostering reasoned decisions: Case-based pedagogy and the professional development of teachers
    • HARRINGTON, H.L. (1995) ‘Fostering reasoned decisions: Case-based pedagogy and the professional development of teachers’, Teaching and Teacher Education, 11, 3, pp. 203-14.
    • (1995) Teaching and Teacher Education , vol.11 , Issue.3 , pp. 203-214
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  • 16
    • 0003800466 scopus 로고
    • Cambridge, UK, Cambridge University Press
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    • (1988) Cognition in Practice
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  • 18
    • 84973746814 scopus 로고
    • Bilingual classroom studies and community analysis
    • MOLL, L. (1992) ‘Bilingual classroom studies and community analysis’, Educational Researcher, 21, 2, pp. 20-4.
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    • Moll, L.1
  • 19
    • 84965751397 scopus 로고
    • Constructing new forms of teaching: Subject matter knowledge in inservice teacher education
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    • (1992) Journal of Teacher Education , vol.43 , Issue.5 , pp. 347-356
    • Mosenthal, J.1    Ball, D.2
  • 21
    • 84965569320 scopus 로고
    • Engaging teachers in emancipatory knowledge construction
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  • 22
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  • 23
    • 85050713160 scopus 로고
    • Challenging venerable assumptions: Literacy instruction for linguistically different students
    • REYES, M.DE LA Luz (1992) ‘Challenging venerable assumptions: Literacy instruction for linguistically different students’, Harvard Educational Review, 62, 4, pp. 427-46.
    • (1992) Harvard Educational Review , vol.62 , Issue.4 , pp. 427-446
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  • 24
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    • The agenda-setting dilemma in a constructivist staff development process
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    • (1992) Journal of Teaching and Teacher Education , vol.8 , Issue.3 , pp. 287-300
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  • 26
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    • Assessing teachers’ development of a constructivist view of mathematics learning
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* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.