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Curriculum Inquiry Volume 31, 2001 - Issue 2
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Original Articles

Reflection-in-Action: In Defence of Thoughtful Teaching

Clive BeckUniversity of Toronto Toronto, Canada
&
Clare KosnikUniversity of Toronto Toronto, Canada
Pages 217-227 | Published online: 12 Jan 2015

Citations (19)

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Joanna C. Weaver, Cynthia D. Bertelsen & Gabrielle R. Dendinger. (2021) Career-related peer mentoring: can it help with student development?. Mentoring & Tutoring: Partnership in Learning 29:2, pages 238-256.
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Finn Daniel Raaen. (2017) Placement mentors making sense of research-based knowledge. Teacher Development 21:5, pages 635-654.
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Eunsook Hyun. (2006) Transforming Instruction into Pedagogy through Curriculum Negotiation. Journal of Curriculum and Pedagogy 3:1, pages 136-164.
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RobertV. Bullough$suffix/text()$suffix/text(), Roni Jo Draper, Kendra Hall, LeighK. Smith, Janet Young, Brenda Sabey & Shaun Brooks. (2005) Participatory action research and the quest for teacher educator community solidarity. Teacher Development 9:1, pages 79-95.
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RobertV. Bullough$suffix/text()$suffix/text(), Roni Jo Draper, Lynnette Erickson, Leigh Smith & Janet Young. (2004) Life on the borderlands: action research and clinical teacher education faculty. Educational Action Research 12:3, pages 433-454.
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Malka Gorodetsky & Judith Barak. (2004) Extending teachers' professional spielraum: co‐participation in different experiential habitats. Reflective Practice 5:2, pages 265-281.
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ColinA. Smith. (2002) Supporting teacher and school development: learning and teaching policies, shared living theories and teacher-researcher partnerships. Teacher Development 6:2, pages 157-179.
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Articles from other publishers (12)

Inken Gast, Madelief Neelen, Laurie Delnoij, Marloes Menten, Alexandra Mihai & Therese Grohnert. (2022) Supporting the well-being of new university teachers through teacher professional development. Frontiers in Psychology 13.
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Angela M. Mills, Joanna C. Weaver, Cynthia D. Bertelsen & Erin T. Dziak. (2020) Take Pause in Quiet Moments: Engaging in Reflection to Guide Instruction. The Reading Teacher 74:1, pages 71-78.
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Kevin O'Connor, Gladys Sterenberg & Norman Vaughan. 2020. Challenges and Opportunities for Transforming From STEM to STEAM Education. Challenges and Opportunities for Transforming From STEM to STEAM Education 264 286 .
Kevin O’Connor, Gladys Sterenberg & Norman Vaughan. 2020. International Handbook of Self-Study of Teaching and Teacher Education Practices. International Handbook of Self-Study of Teaching and Teacher Education Practices 1135 1157 .
Iina Männikkö & Jukka Husu. (2019) Examining teachers’ adaptive expertise through personal practical theories. Teaching and Teacher Education 77, pages 126-137.
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Kevin O’Connor, Gladys Sterenberg & Norman Vaughan. 2019. 2nd International Handbook of Self-Study of Teaching and Teacher Education. 2nd International Handbook of Self-Study of Teaching and Teacher Education 1 23 .
Saad F. Shawer. (2017) Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training. Teaching and Teacher Education 63, pages 296-313.
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Natasha Blanchet-Cohen & Rosemary C. Reilly. (2013) Teachers' perspectives on environmental education in multicultural contexts: Towards culturally-responsive environmental education. Teaching and Teacher Education 36, pages 12-22.
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Saad F. Shawer & Saad A. Alkahtani. (2012) The Relationship between Program Evaluation Experiences and Stakeholder Career Satisfaction. Creative Education 03:08, pages 1336-1344.
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Régis Malet. (2009) Former, réformer, transformer la main-d'œuvre enseignante ? Politiques comparées et expériences croisées anglo-américaines. Éducation et sociétés n° 23:1, pages 91-122.
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Deborah P. Berrill & Catherine Whalen. (2007) “Where are the children?” Personal integrity and reflective teaching portfolios. Teaching and Teacher Education 23:6, pages 868-884.
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Sally A. Creasap, April L. Peters & Cynthia L. Uline. (2019) The Effects of Guided Reflection on Educational Leadership Practice: Mentoring and Portfolio Writing as a Means to Transformative Learning for Early-Career Principals. Journal of School Leadership 15:4, pages 352-386.
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