Citations (98)
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Janne Lepola, Anu Kajamies, Eero Laakkonen & Molly F. Collins. (2023) Opportunities to Talk Matter in Shared Reading: The Mediating Roles of Children’s Engagement and Verbal Participation in Narrative Listening Comprehension. Early Education and Development 34:8, pages 1896-1918.
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Bryant Jensen & Patricia Edwards. (2023) The moral work of teaching reading equitably to Black children. Theory Into Practice 62:4, pages 404-419.
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Douglas W. Yacek & Mark E. Jonas. (2023) Phronesis in teacher education: a critical reexamination. European Journal of Teacher Education 0:0, pages 1-17.
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Bryant Jensen & Guadalupe Valdés. (2021) Threading systemic change for language equity in schools. Language and Education 35:6, pages 574-581.
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Edmund Aspbury-Miyanishi. (2021) The skilled teacher: A Heideggerian approach to teacher practical knowledge. Curriculum Inquiry 51:5, pages 479-495.
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Arch Chee Keen Wong, Bill McAlpine, Joel Thiessen & Keith Walker. (2019) Are you listening? The relevance of what pastoral/denominational leaders and theological educators are saying about preparing leaders for ministry. Practical Theology 12:4, pages 415-432.
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Xiangming Chen, Ge Wei & Shuling Jiang. (2017) The ethical dimension of teacher practical knowledge: a narrative inquiry into Chinese teachers’ thinking and actions in dilemmatic spaces. Journal of Curriculum Studies 49:4, pages 518-541.
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Arch Chee Keen Wong. (2016) Paradigms of Theory and Practice in Teacher and Theological Education. British Journal of Educational Studies 64:3, pages 295-313.
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David I. Walker, Michael P. Roberts & Kristján Kristjánsson. (2015) Towards a new era of character education in theory and in practice. Educational Review 67:1, pages 79-96.
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Olli Vesterinen, Auli Toom & Leena Krokfors. (2014) From action to understanding – student teachers’ learning and practical reasoning during teaching practice. Reflective Practice 15:5, pages 618-633.
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BarbaraB. Levin, Ye He & Melony
Holyfield Allen. (2013) Teacher Beliefs in Action: A Cross-Sectional, Longitudinal Follow-Up Study of Teachers' Personal Practical Theories. The Teacher Educator 48:3, pages 201-217.
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Chee Keen Wong. (2011) How is the internship going anyways? An action research approach to understanding the triad relationship between interns, mentors, and field advisors. Educational Action Research 19:4, pages 517-529.
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Patricio Herbst, Talli Nachlieli & Daniel Chazan. (2011) Studying the Practical Rationality of Mathematics Teaching: What Goes Into “Installing” a Theorem in Geometry?. Cognition and Instruction 29:2, pages 218-255.
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Randall Curren. (2010) Aristotle’s educational politics and the Aristotelian renaissance in philosophy of education. Oxford Review of Education 36:5, pages 543-559.
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AnneM. Phelan. (2009) The ethical claim of partiality: practical reasoning, the discipline, and teacher education. Journal of Curriculum Studies 41:1, pages 93-114.
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Amanda Berry, John Loughran & JanH. van Driel. (2008) Revisiting the Roots of Pedagogical Content Knowledge. International Journal of Science Education 30:10, pages 1271-1279.
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Katrijn Ballet, Geert Kelchtermans & John Loughran. (2006) Beyond intensification towards a schotarship of practice: analysing changes in teachers' work lives. Teachers and Teaching 12:2, pages 209-229.
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Geoffrey Squires. (2003) Praxis: A dissenting note. Journal of Curriculum Studies 35:1, pages 1-7.
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Catherine Fallona & Holly Johnson. (2002) A Teacher's and Researcher's Experiences with Power and Representation within the Practical Argument Process. Teachers and Teaching 8:2, pages 141-154.
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Barbara Morgan-Fleming. (2001) Postmodern Views on Reforming an Ancient Occupation. The Educational Forum 65:4, pages 309-315.
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Donna Rigano & Stephen Ritchie. (1999) Learning the Craft: a student teacher's story. Asia-Pacific Journal of Teacher Education 27:2, pages 127-142.
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David Carr & John Landon. (1999) Teachers and Schools as Agencies of Values Education: reflections on teachers’ perceptions Part Two: the hidden curriculum. Journal of Beliefs & Values 20:1, pages 21-29.
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Wilfried Admiraal, Fernando Hernández, John Mcshea, Sigrun Gudmundsdottir, Wim Veen, Maite Fonollosa, Neville Bennett, Torlaug Hoel, Fred Korthagen, Adonis Grisos, Niki Davis, Ditte Lockhorst, Sue Jennings & Theo Wubbels. (1999) Tele-guidance to develop reflective practice: experiences in four teacher education programmes across Europe. Journal of Information Technology for Teacher Education 8:1, pages 71-88.
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Jand Noel. (1999) On the Varieties of Phronesis. Educational Philosophy and Theory 31:3, pages 273-289.
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Vivi Nilssen, Sigrun Gudmundsdottir & Vibeke Wangsmo-Cappelen. (1998) Mentoring the Teaching of Multiplication: a case study. European Journal of Teacher Education 21:1, pages 29-45.
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Robert Boody, Katheryn East, LindaM. Fitzgerald, MelissaL. Heston & AnnetteM. Iverson. (1998) Talking Teaching and Learning: Using Practical Argument to Make Reflective Thinking Audible. Action in Teacher Education 19:4, pages 88-101.
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Douglas A. Roberts. (1996) Epistemic Authority for Teacher Knowledge: The Potential Role of Teacher Communities—A Response to Robert Orton. Curriculum Inquiry 26:4, pages 417-431.
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Robert E. Orton. (1996) How Can Teacher Beliefs about Student Learning Be Justified?. Curriculum Inquiry 26:2, pages 133-146.
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Peggy Raines & Linda Shadiow. (1995) Reflection and Teaching: The Challenge of Thinking beyond the Doing. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 68:5, pages 271-274.
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Peter Silcock. (1994) The process of reflective teaching. British Journal of Educational Studies 42:3, pages 273-285.
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Dorothy Vasquez‐Levy. (1993) The use of practical arguments in clarifying and changing practical reasoning and classroom practices: two cases. Journal of Curriculum Studies 25:2, pages 125-143.
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BarbaraA. Morgan. (1993) Practical rationality: a self‐investigation. Journal of Curriculum Studies 25:2, pages 115-124.
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David McNamara. (1993) Towards Reestablishing the Professional Authority and Expertise of Teacher Educators and Teachers. Journal of Education for Teaching 19:4, pages 277-291.
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Amanda M. Brown & Patricio G. Herbst. (2023) On designing better structures for feedback in practice-based professional development: Using “failure” to innovate. Journal of Mathematics Teacher Education 26:5, pages 581-605.
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Roger McDermott & Mats Daniels. (2022) Phronesis: Deliberative Judgement as a Key Competence in the Post-Covid Educational Environment. Phronesis: Deliberative Judgement as a Key Competence in the Post-Covid Educational Environment.
W. Marieke Jaspers, Frans Prins, Paulien C. Meijer, T. Mainhard & Theo Wubbels. (2022) Mentor teachers’ intended intervening during student teachers’ lessons: A vignette study in Dutch primary education. Teaching and Teacher Education 117, pages 103342.
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