Citations (64)
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Jennifer J. Chen. (2023) Reflecting on reflection among early childhood teachers: a study of reflection for, in, and on action intersecting with the technical, practical, and critical dimensions. Reflective Practice 24:3, pages 324-346.
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Luke Jones. (2022) Lesson study in physical education: a collaborative and contextualised approach to initial teacher training. Sport, Education and Society 0:0, pages 1-11.
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Selda Aras. (2021) A case study on teacher portfolio with early childhood teachers. Reflective Practice 22:2, pages 219-232.
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Amanda Bezzina & Stephen Camilleri. (2021) ‘Happy Children’A project that has the aim of developing emotional literacy and conflict resolution skills. A Maltese Case Study.. Pastoral Care in Education 39:1, pages 48-66.
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Phil Hiver, Zach Whiteside, Ana C. Sánchez Solarte & Claudia J. Kim. (2021) Language teacher metacognition: beyond the mirror. Innovation in Language Learning and Teaching 15:1, pages 52-65.
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Steve Haberlin, Jennifer Jacobs & Raven Robinson. (2019) Multiple Ways of Reflecting: Teacher Candidates’ Introspective use of the Arts in a Clinically Rich Field Experience. College Teaching 67:4, pages 222-232.
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Florin D. Salajan & Stacy K. Duffield. (2019) Enhancing Pre-service Teachers’ Professional Practice Through Reflection on the Action of Others: The Development of the Heterospective Reflection Framework Informed by Virtual Field Experiences. The Teacher Educator 54:4, pages 333-358.
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Clemens Wieser. (2018) Evidence and its integration into teacher knowledge: foucaultian perspectives to link research knowledge and teaching. Journal of Education for Teaching 44:5, pages 637-650.
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Wilfried Plöger, Daniel Scholl & Andreas Seifert. (2018) The quasi-experimental attitude of teachers: the development of a questionnaire. Journal of Education for Teaching 44:4, pages 415-430.
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Faiza M. Jamil & Bridget K. Hamre. (2018) Teacher Reflection in the Context of an Online Professional Development Course: Applying Principles of Cognitive Science to Promote Teacher Learning. Action in Teacher Education 40:2, pages 220-236.
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Baiba Martinsone & Ilze Damberga. (2017) Qualitative analysis of teachers' written self-reflections after implementation of a social-emotional learning program in Latvia. International Journal of School & Educational Psychology 5:4, pages 215-225.
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Sally B. Gutierez & Heui-Baik Kim. (2017) Becoming teacher-researchers: teachers’ reflections on collaborative professional development. Educational Research 59:4, pages 444-459.
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Kimberly Lebak. (2017) Using video-supported reflection in peer groups to increase instructional effectiveness. Reflective Practice 18:1, pages 94-111.
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Íris Susana Pires Pereira, Maria Cristina Cristo Parente & Cristina Vieira da Silva. (2016) Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case study. Teacher Development 20:5, pages 614-630.
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Clemens Wieser. (2016) Teaching and personal educational knowledge – conceptual considerations for research on knowledge transformation. European Journal of Teacher Education 39:5, pages 588-601.
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Julia Klug, Simone Bruder & Bernhard Schmitz. (2016) Which variables predict teachers diagnostic competence when diagnosing students’ learning behavior at different stages of a teacher’s career?. Teachers and Teaching 22:4, pages 461-484.
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Karl D. Hostetler. (2016) Beyond Reflection: Perception, virtue, and teacher knowledge. Educational Philosophy and Theory 48:2, pages 179-190.
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Oliver McGarr & Orla McCormack. (2016) Counterfactual mutation of critical classroom incidents: implications for reflective practice in initial teacher education. European Journal of Teacher Education 39:1, pages 36-52.
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Peter Smagorinsky, Stephanie Anne Shelton & Cynthia Moore. (2015) The role of reflection in developing eupraxis in learning to teach English. Pedagogies: An International Journal 10:4, pages 285-308.
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Auli Toom, Jukka Husu & Sanna Patrikainen. (2015) Student teachers’ patterns of reflection in the context of teaching practice. European Journal of Teacher Education 38:3, pages 320-340.
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Eeva-Leena Onnismaa, Leena Tahkokallio & Marjatta Kalliala. (2015) From university to working life: an analysis of field-based studies in early childhood teacher education and recently graduated kindergarten teachers’ transition to work. Early Years 35:2, pages 197-210.
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Naomi McLeod. (2015) Reflecting on reflection: improving teachers’ readiness to facilitate participatory learning with young children. Professional Development in Education 41:2, pages 254-272.
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Päivi Pihlaja, Tanja Sarlin & Terja Ristkari. (2015) How Do Day-Care Personnel Describe Children with Challenging Behaviour?. Education Inquiry 6:4.
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Íris Susana Pires Pereira. (2014) Writing and the situated construction of teachers’ cognition: portfolios as complex performative spaces. Language and Education 28:6, pages 521-538.
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Maropeng Modiba & Sandra Stewart. (2014) Understanding classroom practice: ethnographic reflection as a methodological tool for professional development. Ethnography and Education 9:2, pages 140-152.
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Juanjo Mena-Marcos, María-Luisa García-Rodríguez & Harm Tillema. (2013) Student teacher reflective writing: what does it reveal?. European Journal of Teacher Education 36:2, pages 147-163.
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Päivi
Marjo Pihlaja & Teija
Kristiina Holst. (2013) How Reflective are Teachers? A Study of Kindergarten Teachers' and Special Teachers' Levels of Reflection in Day Care. Scandinavian Journal of Educational Research 57:2, pages 182-198.
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Marianne Turner. (2013) Beyond the ‘good teacher’: guiding pre-service teacher reflections on culturally diverse students. Teachers and Teaching 19:1, pages 78-92.
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Umesh
Dewnarain Ramnarain & Maropeng Modiba. (2013) Critical Friendship, Collaboration and Trust as a Basis for Self-Determined Professional Development: A case of science teaching. International Journal of Science Education 35:1, pages 65-85.
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Erik Blair. (2011) Balanced reflection as a means of practitioner development in the post‐compulsory education and training sector. Research in Post-Compulsory Education 16:2, pages 249-261.
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Elizabeth Jones. (2010) Enhancing professionalism through a professional practice portfolio. Reflective Practice 11:5, pages 593-605.
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Oliver McGarr & Janet Moody. (2010) Scaffolding or stifling? The influence of journal requirements on students’ engagement in reflective practice. Reflective Practice 11:5, pages 579-591.
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Emilio Sánchez & Juan-José Mena. (2010) Hablamos de lo que no existe; y de lo que existe, no hablamos. Journal for the Study of Education and Development 33:2, pages 185-197.
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Veronika Anselmann. (2023) How to promote preservice teachers’ reflections through critical incident training. Frontiers in Education 8.
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