Differences in pedagogical understanding among student–teachers in a four-year initial teacher education programme

References

• Ball, D. L. (2000). Bridging practices intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51, 241–247.
   Web of Science ®Google Scholar
• Beach, R., & Pearson, D. (1998). Changes in preservice teachers’ perceptions of conflicts and tensions. Teaching and Teacher Education, 14, 337–351.
   Web of Science ®Google Scholar
• Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39, 175–189.
   Google Scholar
• Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers’ early conceptions of classroom practice. Teaching and Teacher Education, 7(1), 1–8.
   Web of Science ®Google Scholar
• Cheng, M. M. H., Cheng, A. Y. N., & Tang, S. Y. F. (2010). Closing the gap between conceptions and practices of teaching: Implications for teacher education programmes. Journal of Education for Teaching, 36, 91–104.
   Web of Science ®Google Scholar
• Cheng, M. M. H., Tang, S. Y. F., & Cheng, A. Y. N. (2012). Practicalising theoretical knowledge in student teachers’ professional learning in initial teacher education. Teaching and Teacher Education, 28, 781–790.
   Web of Science ®Google Scholar
• Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London: Routledge.
   Google Scholar
• Eilam, B., & Poyas, Y. (2009). Learning to teach: Enhancing pre-service teachers’ awareness of the complexity of teaching–learning processes. Teachers and Teaching, 15, 87–107.
   Web of Science ®Google Scholar
• Fairbanks, C. M., Duffy, G. G., Faircloth, B. S., He, Y., Levin, B., Rohr, J., & Stein, C. (2010). Beyond knowledge: Exploring why some teachers are more thoughtfully adaptive than others. Journal of Teacher Education, 61, 161–171.
   Web of Science ®Google Scholar
• Fuller, F. F., & Bown, O. H. (1975). Becoming a teacher. In K. Ryan (Ed.), Teacher education: The seventy-fourth yearbook of the national society for the study of education, part 2 (pp. 25–52). Chicago, IL: University of Chicago Press.
   Google Scholar
• Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15, 273–289.
   Web of Science ®Google Scholar
• He, Y., Levin, B. B., & Li, Y. (2011). Comparing the content and sources of the pedagogical beliefs of Chinese and American pre-service teachers. Journal of Education for Teaching, 37, 155–171.
   Web of Science ®Google Scholar
• Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62, 129–169.
   Web of Science ®Google Scholar
• Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9, 60–70.
   Google Scholar
• Levin, B. B. (2003). Case studies of teacher development: An in-depth look at how thinking about pedagogy develops over time. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Levin, B. B., & He, Y. (2008). Investigating the content and sources of teacher candidates’ personal practical theories (PPTs). Journal of Teacher Education, 59, 55–68.
   Web of Science ®Google Scholar
• Mutton, T., Burn, K., & Hagger, H. (2010). Making sense of learning to teach: Learners in context. Research Papers in Education, 25, 73–91.
   Web of Science ®Google Scholar
• Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage.
   Google Scholar
• Punch, K. F. (2005). Introduction to social research: Quantitative & qualitative approaches. London: Sage.
   Google Scholar
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.
   Google Scholar
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
   Web of Science ®Google Scholar
• Tang, S. Y. F. (2004). The dynamics of school-based learning in initial teacher education. Research Papers in Education, 19, 185–205.
   Google Scholar
• Tang, S. Y. F., Wong, A. K. Y., & Cheng, M. M. H. (2012). Professional learning in initial teacher education: Vision in the constructivist conception of teaching and learning. Journal of Education for Teaching, 38, 435–451.
   Web of Science ®Google Scholar
• Tsui, A. B. M. (2009). Distinctive qualities of expert teachers. Teachers and Teaching, 15, 421–439.
   Web of Science ®Google Scholar
• Ward, J. R., & McCotter, S. S. (2004). Reflection as a visible outcome for preservice teachers. Teaching and Teacher Education, 20, 243–257.
   Web of Science ®Google Scholar
• Yin, R. K. (2003). Case study research, design and methods (3rd ed.). Newbury Park, CA: Sage.
   Google Scholar