990
Views
30
CrossRef citations to date
0
Altmetric
Original Articles

Teachers reflecting on their work: articulating what is said about what is done

, &
Pages 95-114 | Received 02 Nov 2006, Accepted 09 Oct 2007, Published online: 16 Apr 2008

References

  • Antonek , J.L. , McCormick , D.E. and Donato , R. 1997 . The student teacher portfolio as autobiography: Developing a professional identity . Modern Language Journal , 81 (1) : 15 – 27 .
  • Beijaard , D. , Meijer , P. and Verloop , N. 2004 . Reconsidering research on teacher's professional identity . Teaching and Teacher Education , 20 : 107 – 128 .
  • Birmingham , C. 2004 . Phronesis: A model for pedagogical reflection . Journal of Teacher Education , 55 (4) : 313 – 324 .
  • Bovair , S. and Kieras , D.E. 1985 . “ A guide to propositional analysis for research on technical prose ” . In Understanding expository text , Edited by: Britton , B.K. and Black , J.B. 315 – 362 . Hillsdale, NJ : LEA .
  • Brownlee , J. 2003 . Changes in primary school teachers' beliefs about knowing: A longitudinal study . Asia‐Pacific Journal of Teacher Education , 31 (1) : 87 – 98 .
  • Burbank , M.D. and Kauchak , D. 2003 . An alternative model for professional development: Investigations into effective collaboration . Teaching and Teacher Education , 19 : 499 – 514 .
  • Butler , D.L. , Lauscher , H.N. , Jarvis‐Selinger , S. and Beckingham , B. 2004 . Collaboration and self‐regulation in teachers' professional development . Teaching and Teacher Education , 20 : 435 – 455 .
  • Carr , W. and Kemmis , S. 1988 . Becoming critical: Knowing through action research , Waurn Ponds : Deakin University Press .
  • Christenson , M. , Slutsky , R. , Bendau , S. , Covert , J. , Dyer , J. Risko , G. 2002 . The rocky road of teachers becoming action researchers . Teaching and Teacher Education , 18 : 259 – 272 .
  • Clandinin , D.J. 1986 . Classroom practice: Teacher images in action , London : Farmer .
  • Clandinin , D.J. and Connelly , M. 1995 . Teachers professional knowledge landscapes , New York : Teachers College Press .
  • Clarke , D. and Hollingsworth , H. 2002 . Elaborating a model of teacher professional growth . Teaching and Teacher Education , 18 : 947 – 967 .
  • Cochran‐Smith , M. and Lytle , S. 1998 . Teacher research: The question that persists . International Journal of Leadership in Education , 1 (1) : 19 – 36 .
  • Conway , P.F. 2001 . Anticipatory reflection while learning to teach: From a temporally truncated to a temporally distributed model of reflection in teacher education . Teaching and Teacher Education , 17 : 89 – 106 .
  • de Andrés , N. 2001 . El prácticum en las Escuelas de Magisterio. El carácter formativo del periodo de prácticas reflejado en la reflexión personal que los alumnos/as realizan en sus memorias de prácticas , Universidad Pontificia de Salamanca . [Reflexive practicum in teacher training schools. Personal reflections in diaries. Unpublished Doctoral dissertation]
  • Dewey , J. 1910 . How we think , Boston, MA : Heath .
  • Dewey , J. 1916 . Democracy and education: An introduction to the philosophy of education , New York : Macmillan .
  • Edwards , A. , Gilroy , P. and Hartley , D. 2002 . Rethinking teacher education, collaborative responses to uncertainty , London : Routledge .
  • Elliot , J. 1991 . Action research for educational change , Buckingham : Open University Press .
  • Elliot , J. , Barret , G. and Hull , C. 1986 . La investigación/acción en el aula. [Action research in the classroom] , Valencia : Consellería de Cultura, Educació i Ciencia .
  • Eraut , M. 2000 . Non‐formal learning and tacit knowledge in professional work . British Journal of Educational Psychology , 70 (1) : 113 – 136 .
  • Ethell , R.G. and McMeniman , M.M. 2000 . Unlocking the knowledge in action of an expert practitioner . Journal of Teaching Education , 51 (2) : 87 – 100 .
  • Fendler , L. 2003 . Teacher reflection in a hall of mirrors: Historical influences and political reverberations . Educational Researcher , 32 (3) : 16 – 25 .
  • Gore , J.M. and Zeichner , K.M. 1991 . Action research and reflective teaching in preservice teacher education . Teaching and Teacher Education , 7 (2) : 119 – 136 .
  • Hatton , N. and Smith , D. 1995 . Reflection in teacher education: Towards definitions and implementation . Teaching and Teacher Education , 11 : 33 – 49 .
  • Husu , J. and Tirri , K. 2003 . A case study approach to study one teacher's moral reflection . Teaching and Teacher Education , 19 : 345 – 357 .
  • Jay , J.K. and Johnson , K.L. 2002 . Capturing complexity: A typology of reflective practice for teacher education . Teaching and Teacher Education , 18 : 73 – 85 .
  • Kane , R. , Sandretto , S. and Heath , C. 2002 . Telling half the story: A critical review of research on the teaching beliefs and practices of university academics . Review of Educational Research , 72 (2) : 177 – 228 .
  • Kemmis , S. and McTaggart , R. , eds. 1988 . The action research planner , (3rd ed.) , Victoria : Deakin University .
  • Korthagen , F.A.J. 1999 . Linking reflection and technical competence: The logbook as an instrument in teacher education . European Journal of Teacher Education , 22 (2/3) : 191 – 207 .
  • Korthagen , F.A.J. 2002 . Linking practice and theory: The pedagogy of realistic teacher education , Mahwah, NJ : Erlbaum .
  • Kremer‐Hayon , L. and Tillema , H. 1999 . Self‐regulated learning in the context of teacher education . Teaching and Teacher Education , 15 (5) : 507 – 522 .
  • LaBoskey , K. 1997 . “ Teaching to teach with purpose and passion: Pedagogy for reflective practice ” . In Teaching about teaching: Purpose, passion and pedagogy in teacher education , Edited by: Loughran , J.J. and Russell , T. 150 – 163 . London : Falmer .
  • Levin , B.B. and Rock , T.C. 2003 . The effects of collaborative action research on preservice and experienced teacher partners in professional development schools . Journal of Teacher Education , 54 (2) : 135 – 149 .
  • Lewin , K. 1946 . Action research and minority problems . Journal of Social Issues , 2 : 34 – 46 .
  • Liston , D.P. and Zeichner , K.M. 1991 . Teacher education and the social conditions of schooling , New York : Routledge .
  • Loughran , J.J. 2002 . Effective reflective practice: In search of meaning in learning about teaching . Journal of Teaching Education , 53 (1) : 33 – 43 .
  • Mena Marcos , J. and Tillema , H. 2006 . Studying studies on teacher reflection and action: An appraisal of research contributions . Educational Research Review , 1 (2) : 112 – 132 .
  • Meyers , E. and Rust , F.O.C. , eds. 2003 . Taking action with teacher research , Portsmouth, NH : Heinemann .
  • Moon , J.A. 2006 . Learning journals: Handbook for reflective practice and professional development , London : Routledge .
  • Orland‐Barak , L. 2006 . Convergent, divergent and parallel dialogues: Knowledge construction in professional conversations . Teachers and Teaching , 12 (1) : 1 – 12 .
  • Ponte , P. , Ax , J. , Beijaard , D. and Wubbels , T. 2004 . Teacher's development of professional knowledge through action research and the facilitation of this by teacher educators . Teaching and Teacher Education , 20 : 571 – 588 .
  • Reiman , A.J. 1999 . The evolution of the social role taking and guided reflection framework in teacher education: Recent theory and quantitative synthesis of research . Teaching and Teacher Education , 15 : 597 – 612 .
  • Richardson , L. 1994 . “ Writing a method of inquiry ” . In Handbook of qualitative research , Edited by: Denzil , N. and Lincoln , Y. 189 – 99 . London : Sage .
  • Riedel , H. 1977 . Allgemeine didaktik und unterrichtliche praxis: Eine einführung. , [General didactics and teaching practice] , Manchen : Kösel‐Verlag .
  • Samaras , P.A. 2002 . Self‐study for teacher educators: Crafting a pedagogy for educational change , New York : Peter Lang .
  • Sánchez , E. 2001 . Ayudando a ayudar: el reto de la investigación educativa. [Helping to help: a challenge for the educational research] . Cultura y Educación , 13 : 249 – 266 .
  • Sánchez , E. , García , J.N. and Del Río , P. 2002 . Qué, cómo y cuándo: un análisis temático de lo publicado en los 25 años de Infancia y Aprendizaje. [What, how and when: a topical analysis of what has been published in 25 years of the journal “Infancia y Aprendizaje”] . Infancia y Aprendizaje , 25 (4) : 441 – 468 .
  • Schön , D.A. 1983 . The reflective practitioner: How professionals think in action , New York : Basic Books .
  • Schön , D.A. 1987 . Educating the reflective practitioner toward a new design for teaching and learning in the professions , San Francisco, CA : Jossey‐Bass .
  • Smith , K. and Tillema , H. 2001 . Long‐term influences of portfolios on professional development . Scandinavian Journal of Educational Research , 45 (2) : 195 – 205 .
  • Somekh , B. 2006 . Constructing inter‐cultural knowledge and understanding through collaborative action research . Teachers and Teaching , 12 (1) : 1 – 12 .
  • Stanley , C. 1998 . A framework for teacher reflectivity . TESOL Quarterly , 32 (3) : 584 – 591 .
  • Tickle , L. 2001 . Professional qualities and teacher induction . Journal of In‐Service Education , 27 (1) : 51 – 64 . 214 – 228 .
  • Tillema , H. 2000 . Belief change towards self‐directed learning in student teachers: Immersion in practice or reflection on action . Teaching and Teacher Education , 16 : 575 – 591 .
  • Van , M. 1995 . Epistemology of reflective practice . Teachers and Teaching: Theory and Practice , 1 (1) : 33 – 50 .
  • Wang , J. and Odell , S.J. 2002 . Mentored learning to teach according to standards based reform, a critical review . Review of Educational Research , 72 (3) : 481 – 546 .
  • Ward , J.R. and McCotter , S.S. 2004 . Reflection as a visible outcome for preservice teachers . Teaching and Teacher Education , 20 : 243 – 257 .
  • Whipp , J.L. 2003 . Scaffolding critical reflection in online discussions. Helping prospective teachers think deeply about field experiences in urban schools . Journal of Teacher Education , 54 (4) : 321 – 333 .
  • Windschitl , M. 2002 . Framing constructivism in practice as the negotiations of dilemmas . Review of Educational Research , 72 (2) : 131 – 177 .
  • Winitzky , N. 1992 . Structure and process in thinking about classroom management: An explorative study of prospective teachers . Teaching and Teacher Education , 8 (1) : 1 – 14 .
  • Woods , P. , Jeffrey , B. , Troman , G. and Boyle , M. 1997 . Restructuring schools, reconstructing teachers , London : Falmer .
  • Zeichner , K.M. 1995 . Beyond the divide of teacher research and academic research . Teachers and Teaching: Theory and Practice , 1 (2) : 153 – 172 .
  • Zeichner , K.M. and Liston , D.P. 1996 . Reflective teaching, an introduction , Mahwah, NJ : Erlbaum .
  • Zimmerman , B. and Schunk , D. 2001 . “ Reflections on theories of self‐regulated learning and academic achievement ” . In Self‐regulated learning and academic achievement: Theoretical perspectives , 2nd ed. , Edited by: Zimmerman , B. and Schunk , D. 289 – 307 . Mahwah, NJ : Erlbaum .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.