Citations (17)
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Gokce Gokalp & Iclal Can. (2022) Evolution of Pre-service Teachers’ Perceptions about Classroom Management and Student Misbehavior in an Inquiry-based Classroom Management Course. Action in Teacher Education 44:1, pages 70-84.
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Lauri Heikonen, Auli Toom, Kirsi Pyhältö, Janne Pietarinen & Tiina Soini. (2017) Student-teachers’ strategies in classroom interaction in the context of the teaching practicum. Journal of Education for Teaching 43:5, pages 534-549.
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Joakim Caspersen & Finn Daniel Raaen. (2014) Novice teachers and how they cope. Teachers and Teaching 20:2, pages 189-211.
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Chi-hung
Clarence Ng. (2012) Redesigning academic essays to promote teacher reflection on selected issues of learning and teaching related to the current educational reform in Hong Kong. Teaching Education 23:4, pages 387-410.
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Christian Harteis & Hans Gruber. (2008) How important is intuition for teaching expertise in the field of adult education?. Studies in the Education of Adults 40:1, pages 96-109.
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Elaine Wilson & Helen Demetriou. (2007) New teacher learning: substantive knowledge and contextual factors. The Curriculum Journal 18:3, pages 213-229.
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Annemarieke Hoekstra, Douwe Beijaard, Mieke Brekelmans & Fred Korthagen. (2007) Experienced teachers’ informal learning from classroom teaching. Teachers and Teaching 13:2, pages 189-206.
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Petra Ponte. (2005) A Critically constructed concept of action research as a tool for the professional development of teachers. Journal of In-Service Education 31:2, pages 273-296.
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Christine Stephen
& Sally Brown. (2004) The culture of practice in pre‐school provision: outsider and insider perspectives. Research Papers in Education 19:3, pages 323-344.
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Articles from other publishers (8)
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Molly E. Romano. (2006) “Bumpy moments” in teaching: Reflections from practicing teachers. Teaching and Teacher Education 22:8, pages 973-985.
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Unni Vere Midthassel. (2016) Creating a Shared Understanding of Classroom Management. Educational Management Administration & Leadership 34:3, pages 365-383.
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