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Pedagogies: An International Journal Volume 10, 2015 - Issue 4
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Articles

The role of reflection in developing eupraxis in learning to teach English

Peter SmagorinskyDepartment of Language and Literacy Education, University of Georgia, Athens, USACorrespondence[email protected]
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,
Stephanie Anne SheltonDepartment of Language and Literacy Education, University of Georgia, Athens, USAView further author information
&
Cynthia MooreDepartment of English, North Oconee High School, 1081 Rocky Branch Rd., Bogart, 30622USAView further author information
Pages 285-308 | Received 23 Feb 2014, Accepted 05 Dec 2014, Published online: 15 Jul 2015

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Kristine E. Pytash, Denise N. Morgan & Elizabeth Testa. (2023) Learning in Practice: What Preservice Teachers Report Learning about Writing in a Middle School Role Based Field Experience. Literacy Research and Instruction 62:4, pages 305-326.
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Ngô Vũ Thu Hằng, Nguyễn Thị Hằng & Nguyễn Thị Liên. (2022) Classroom management competence of novice teachers in Vietnam. Cogent Education 9:1.
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Holly Glaser, Mark Helmsing, Audra K. Parker & Kristien Zenkov. (2021) Adding the “T” to the “PACK” in Clinical Experiences: How Technology Shaped Our Pandemic Teacher Education Pedagogies and Partnerships. The New Educator 17:4, pages 353-374.
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Articles from other publishers (11)

Kristien Zenkov, Marion Taousakis, Jennifer Goransson, Emily Staudt, Marriam Ewaida, Madelyn Stephens, Megan Hostutler, Jasmin Castorena & Matt Kitchen. (2023) Positioned as pedagogues, finding their teaching personas: critical, project-based clinical experiences in PDS/school-university contexts. School-University Partnerships 16:1, pages 71-91.
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Haleigh Machost & Marilyne Stains. (2023) Reflective Practices in Education: A Primer for Practitioners. CBE—Life Sciences Education 22:2.
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Trevor Thomas Stewart & Timothy A. Jansky. (2022) Novice teachers and embracing struggle: Dialogue and reflection in professional development. Teaching and Teacher Education: Leadership and Professional Development 1, pages 100002.
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Marta Gràcia, Ana Luisa Adam-Alcocer & Pamela Castillo Mardones. (2021) Exploring the impact of a teacher development programme using a digital application on linguistic interactions in the classroom: a multiple case study. Applied Linguistics Review 0:0.
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Danielle Lillge & Amy Knowles. (2020) Sticking points: Sites for developing capacity to enact socially just instruction. Teaching and Teacher Education 94, pages 103098.
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Matthew L. McConn & Donna Geetter. (2020) Liminal States of Disorienting Dilemmas: Two Case Studies of English Teacher Candidates. Journal of Transformative Education 18:3, pages 231-250.
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Kristine Pytash & Elizabeth Testa. (2020) Adding It All Up: Infographic Meta-Reflections on the Teaching of Writing. English Education 52:2, pages 135-161.
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Klára Šeďová, Zuzana Šalamounová, Roman Švaříček & Martin SedláčekKlára Šeďová, Zuzana Šalamounová, Roman Švaříček & Martin Sedláček. 2020. Getting Dialogic Teaching into Classrooms. Getting Dialogic Teaching into Classrooms 157 182 .
Kristien Zenkov, Seth A. Parsons, Audra K. Parker, Elizabeth Levine Brown, Lois A. Groth, Kristine E. Pytash & Anthony Pellegrino. 2019. Handbook of Research on Field-Based Teacher Education. Handbook of Research on Field-Based Teacher Education 89 116 .
Klara Sedova. (2017) A case study of a transition to dialogic teaching as a process of gradual change. Teaching and Teacher Education 67, pages 278-290.
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Meghan E. Barnes & Peter Smagorinsky. (2016) What English/Language Arts Teacher Candidates Learn During Coursework and Practica. Journal of Teacher Education 67:4, pages 338-355.
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