Citations (19)
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Katariina Stenberg & Katriina Maaranen. (2022) Promoting practical wisdom in teacher education: a qualitative descriptive study. European Journal of Teacher Education 45:5, pages 617-633.
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Brian P. Zoellner, Richard H. Chant & Kosze Lee. (2017) Do We Do Dewey? Using a Dispositional Framework to Examine Reflection Within Internship Professional Development Plans. The Teacher Educator 52:3, pages 203-221.
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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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Katrin Vaino, Jack Holbrook & Miia Rannikmäe. (2013) A Case Study Examining Change in Teacher Beliefs Through Collaborative Action Research. International Journal of Science Education 35:1, pages 1-30.
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AldrinE. Sweeney. (2003) Articulating the Relationships Between Theory and Practice in Science Teaching: A model for teacher professional development. Teachers and Teaching 9:2, pages 107-132.
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RichardH. Chant. (2002) The Impact of Personal Theorizing on Beginning Teaching: Experiences of Three Social Studies Teachers. Theory & Research in Social Education 30:4, pages 516-540.
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Joyce Nyhof-Young. (2000) The political is personal: reflections on facilitating action research in gender issues in science education. Educational Action Research 8:3, pages 471-498.
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Hal Grunau, Erminia Pedretti, Elgin Wolfe & Don Galbraith. (2000) Collaborative Professional Development for Science Educators: Locating Reflection in Practice Through a Science Methods Course. Journal of Science Teacher Education 11:1, pages 47-61.
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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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Erminia Pedretti. (1996) Facilitating Action Research in Science, Technology and Society (STS) Education: an experience in reflective practice. Educational Action Research 4:3, pages 307-327.
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Sue Johnston. (1994) Resolving questions of ‘why’ and ‘how’ about the study of curriculum in teacher education programmes. Journal of Curriculum Studies 26:5, pages 525-540.
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Sue Johnston. (1994) Is action research a ‘natural’ Process for teachers?. Educational Action Research 2:1, pages 39-48.
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Sue Johnston & Christine Proudford. (1994) Action Research—who owns the process?. Educational Review 46:1, pages 3-14.
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Articles from other publishers (6)
Cathy BoxCathy Box. 2019. Formative Assessment in United States Classrooms. Formative Assessment in United States Classrooms
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Cathy Box, Gerald Skoog & Jennifer M. Dabbs. (2015) A Case Study of Teacher Personal Practice Assessment Theories and Complexities of Implementing Formative Assessment. American Educational Research Journal 52:5, pages 956-983.
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Ebru Zeynep Mugaloglu & Zerrin Doganca. (2009) Fulfilling the “missing link” between university and authentic workplace in teacher training. Journal of Workplace Learning 21:6, pages 455-464.
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Barbara Levin & Ye He. (2008) Investigating the Content and Sources of Teacher Candidates' Personal Practical Theories (PPTs). Journal of Teacher Education 59:1, pages 55-68.
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Barbara B. Levin & Tracy C. Rock. (2016) The Effects Of Collaborative Action Research On Preservice And Experienced Teacher Partners In Professional Development Schools. Journal of Teacher Education 54:2, pages 135-149.
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Aldrin E. Sweeney, Oleh A. Bula & Jeffrey W. Cornett. (2001) The role of personal practice theories in the professional development of a beginning high school chemistry teacher. Journal of Research in Science Teaching 38:4, pages 408-441.
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