Citations (24)
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Read on this site (8)
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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Barbara Morgan-Fleming, Mya Kendrick-Mercer, Susan Myers & Connie
Wilson Anderson. (2008) CHAPTER 7: The Wisdom of Fifth Graders. Action in Teacher Education 29:5-6, pages 118-130.
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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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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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Sue Grossman. (1998) ACTION RESEARCH WITH GRADUATE STUDENTS: A TOOL FOR ACTIVE LEARNING. Journal of Early Childhood Teacher Education 19:3, pages 213-218.
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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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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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GaryD. Fenstermacher & Virginia Richardson. (1993) The elicitation and reconstruction of practical arguments in teaching. Journal of Curriculum Studies 25:2, pages 101-114.
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Articles from other publishers (16)
Mary Lynn Hamilton, Derek A. Hutchinson & Stefinee Pinnegar. 2020. International Handbook of Self-Study of Teaching and Teacher Education Practices. International Handbook of Self-Study of Teaching and Teacher Education Practices
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Mary Lynn Hamilton, Derek Hutchinson & Stefinee Pinnegar. 2020. 2nd International Handbook of Self-Study of Teaching and Teacher Education. 2nd International Handbook of Self-Study of Teaching and Teacher Education
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Gary D. Fenstermacher & Virginia Richardson. (2019) L’explicitation et la reconstruction des arguments pratiques dans l’enseignement. Nouveaux cahiers de la recherche en éducation, pages 6-25.
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Mary Lynn Hamilton, Stefinee Pinnegar & Ronnie Davey. 2016. International Handbook of Teacher Education. International Handbook of Teacher Education
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Stefinee Pinnegar, Jessica Mangelson, Meredith Reed & Shaina Groves. (2011) Exploring preservice teachers’ metaphor plotlines. Teaching and Teacher Education 27:3, pages 639-647.
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Khalil Gholami & Jukka Husu. (2010) How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge. Teaching and Teacher Education 26:8, pages 1520-1529.
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Olli Vesterinen, Heikki Kynäslahti & Seppo Tella. (2010) Media Educational Situations and Two Primary School Teachers' Practical Reasoning. International Journal of Learning and Media 2:2-3, pages 123-139.
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Clare Penlington. (2008) Dialogue as a catalyst for teacher change: A conceptual analysis. Teaching and Teacher Education 24:5, pages 1304-1316.
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Colette Gervais & Enrique Correa Molina. (2004) Making clear teachers' experience-led wisdom in the context of teaching practicum: a conceptual and methodological framework. Íkala, Revista de Lenguaje y Cultura 9:1, pages 141-167.
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Geert Kelchtermans & Mary Lynn Hamilton. 2004. International Handbook of Self-Study of Teaching and Teacher Education Practices. International Handbook of Self-Study of Teaching and Teacher Education Practices
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Bruce Moon. (1999) Editor’s introduction and situating the appraisal of rationality. Journal of Management History 5:1, pages 3-16.
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Dorothy Vásquez-Levy. (1998) Features of practical argument engagement. Teaching and Teacher Education 14:5, pages 535-550.
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Susan G. Nummedal. (1996) Assessment and reflective teaching. Innovative Higher Education 21:1, pages 39-48.
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Gary D. Fenstermacher & Virginia Richardson. (1994) L'explicitation et la reconstruction des arguments pratiques dans l'enseignement. Nouveaux c@hiers de la recherche en éducation 1:1, pages 157.
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Gary D. Fenstermacher. (2016) Chapter 1: The Knower and the Known: The Nature of Knowledge in Research on Teaching. Review of Research in Education 20:1, pages 3-56.
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Virginia Richardson. (1992) The agenda-setting dilemma in a constructivist staff development process. Teaching and Teacher Education 8:3, pages 287-300.
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