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Journal of Education for Teaching
International research and pedagogy
Volume 12, 1986 - Issue 1
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Original Articles

Content and Contexts: neglected elements in studies of student teaching as an occasion for learning to teach

Kenneth M. Zeichner Department of Curriculum and Instruction, University of Wisconsin‐Madison, 225 North Mills Street, Madison, Wisconsin 53706, USA
Pages 5-24 | Published online: 11 Aug 2006

Citations (33)

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Milena Ivanuš Grmek & Marija Javornik Krečič. (2008) Does undergraduate education influence teachers’ perceptions of learning and teaching? The case of the Republic of Slovenia. Educational Studies 34:5, pages 433-442.
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Jorge A´vila de Lima. (2003) Trained for isolation: The impact of departmental cultures on student teachers' views and practices of collaboration. Journal of Education for Teaching 29:3, pages 197-217.
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Starla McCollum. (2002) The Reflective Framework for Teaching in Physical Education: A Pedagogical Tool. Journal of Physical Education, Recreation & Dance 73:6, pages 39-42.
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ShelleyB. Wepner & MarthaM. Mobley. (1998) Reaping New Harvests: Collaboration and Communication through Field Experiences. Action in Teacher Education 20:3, pages 50-61.
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JulieM. Shaughnessy. (1998) Initial Preparation for Primary School Teaching: Becoming a Teacher. Early Child Development and Care 145:1, pages 81-117.
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RichardP. Ambrose & BeverlyJ. Bruneau. (1998) TRANSFORMING COLIABORATION BETWEEN PUBLIC SCHOOLS AND ONE EARLY CHILDHOOD TEACHER EDUCATION PROGRAM. Journal of Early Childhood Teacher Education 19:2, pages 109-113.
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Mary Sudzina, Carmen Giebelhaus & Maria Coolican. (1997) Mentor or Tormentor: The Role of the Cooperating Teacher in Student Teacher Success or Failure. Action in Teacher Education 18:4, pages 23-35.
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S.G. Grant. (1996) Locating Authority over Content and Pedagogy: Cross-Current Influences on Teachers' Thinking and Practice. Theory & Research in Social Education 24:3, pages 237-272.
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AkpovireB. Oduaran. (1993) Emerging adult education frontiers and their implications for research. International Journal of Lifelong Education 12:3, pages 219-231.
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Jaap Buitink. (1993) Research on Teacher Thinking and Implications for Teacher Training. European Journal of Teacher Education 16:3, pages 195-203.
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Morwenna Griffiths & Sarah Tann. (1992) Using Reflective Practice to Link Personal and Public Theories. Journal of Education for Teaching 18:1, pages 69-84.
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Len Barton, Andrew Pollard & Geoff Whitty. (1992) Experiencing CATE: the impact of accreditation upon initial training institutions in England. Journal of Education for Teaching 18:1, pages 41-57.
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Elizabeth Hatton. (1991) REVIEW ESSAY. Discourse: Studies in the Cultural Politics of Education 12:1, pages 124-139.
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John Pearson. (1989) The Grading of Teaching Practice: What Do Student Teachers Think?. South Pacific Journal of Teacher Education 17:2, pages 39-49.
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DIANEM. DUNLAP, BRUCE CARROLL, MICHELLE COLLAY & PAULA WILKES. (1989) Three Studies of Supervision and Implications for Teacher Education. South Pacific Journal of Teacher Education 17:1, pages 39-45.
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Edgar Stones. (1989) Pedagogical Studies in the Theory and Practice of Teacher Education. Oxford Review of Education 15:1, pages 3-15.
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Kate Ashcroft & Morwenna Griffiths. (1989) Reflective Teachers and Reflective Tutors: school experience in an initial teacher education course. Journal of Education for Teaching 15:1, pages 35-52.
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ElizabethJ. Hatton. (1988) Teachers’ Work as Bricolage: implications for teacher education. British Journal of Sociology of Education 9:3, pages 337-357.
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Peter Lucas. (1988) Approaching Research‐based Teacher Education: questions for a reflective method assignment programme in initial training. Cambridge Journal of Education 18:3, pages 405-420.
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Edgar Stones. (1987) Teaching Practice Supervision: bridge between theory and practice. European Journal of Teacher Education 10:1, pages 67-79.
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Kenneth Zeichner. (1986) The Practicum as an Occasion for Learning to Teach. South Pacific Journal of Teacher Education 14:2, pages 11-27.
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Articles from other publishers (12)

Bowen Yang, Chao Wu, Stephan Sigg & Yaoxue Zhang. (2016) CoCo (Context vs. Content): Behavior-Inspired Social Media Recommendation for Mobile Apps. CoCo (Context vs. Content): Behavior-Inspired Social Media Recommendation for Mobile Apps.
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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Keith Humphreys & Ziva Susak. (2016) Learning How to Fish. Research in Education 64:1, pages 78-90.
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Susan K. Slick. (2016) A University Supervisor Negotiates Territory and Status. Journal of Teacher Education 49:4, pages 306-315.
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Peg Graham. (1997) Tensions in the mentor teacher-student teacher relationship: Creating productive sites for learning within a high school English teacher education program. Teaching and Teacher Education 13:5, pages 513-527.
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Daniel Martin. (1997) Mentoring in one's own classroom: An exploratory study of contexts. Teaching and Teacher Education 13:2, pages 183-197.
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Daniel Martin. (1997) Pratiques d’enseignantes associées au primaire. Nouveaux c@hiers de la recherche en éducation 4:2, pages 205.
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Elizabeth Hatton. (2016) Work Experience as a Solution to the Problems of Relevance and Credibility in Teacher Education. Australian Journal of Education 38:1, pages 19-35.
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Carlo Spallanzani, Joanne Sarrasin & Alain Poirier. (2009) Effets d’une formation minimale à la supervision destagiaires en éducation physique. Revue des sciences de l'éducation 18:3, pages 409-427.
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Elizabeth Hatton. (2009) Lévi‐Strauss's Bricolage and Theorizing Teachers' Work . Anthropology & Education Quarterly 20:2, pages 74-96.
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Jeff Northfield. (1988) School experience in preservice education: examining some assumptions. Research in Science Education 18:1, pages 236-243.
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MORWENNA GRIFFITHS. (1987) The Teaching of Skills and the Skills of Teaching: a reply to Robin Barrow. Journal of Philosophy of Education 21:2, pages 203-214.
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