Physics teachers: a holistic plan for professional education during both the pedagogical stage and the probation year

References

• Adelman, C. (1993). Kurt Lewin and the origins of action research. Educational Action Research, 1, 7–24.10.1080/0965079930010102
   Google Scholar
• Angell, C., Ryder, J., & Scott, P. (2005, August 28–September 1). Becoming an expert teacher: Novice physics tearchers’ development of conceptual and pedagogical knowledge. European Science Education Research Association (ESERA) conference, Barcelona, Spain.
   Google Scholar
• Barak, M., & Shakhman, L. (2008). Fostering higher-order thinking in science class: Teachers’ reflections. Teachers and Teaching, 14, 191–208.10.1080/13540600802006079
   Google Scholar
• Caires, S. (2001). Vivências e percepções do estágio no ensino superior [Pedagogical stage experiences and perceptions during University pre-service education]. Braga: Grupo de Missão para a Qualidade do Ensino – University of Minho.
   Google Scholar
• Caires, S., & Almeida, L. (2003). Vivências e percepções dos estágios pedagógicos: Estudo com alunos das licenciaturas em ensino [Experiences and perceptions on pedagogical stages: A study with students of educational courses]. Psico-USF, 8, 145–153.
   Google Scholar
• Capel, S. (1998). The transition from student teacher to newly qualified teacher: Some findings. Journal of In-Service Education, 24, 393–412.10.1080/13674589800200060
   Google Scholar
• Cassidy, C., Christie, D., Coutts, N., Dunn, J., Sinclair, C., Skinner, D., & Wilson, A. (2008). Building communities of educational enquiry. Oxford Review of Education, 34, 217–235.10.1080/03054980701614945
   Web of Science ®Google Scholar
• Chubbuck, S. M., Clift, R. T., Allard, J., & Quinlan, J. (2001). Playing it safe as a novice teacher: Implications for programs for new teachers. Journal of Teacher Education, 52, 365–376.10.1177/0022487101052005003
   Web of Science ®Google Scholar
• Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249–305.
   Web of Science ®Google Scholar
• Coimbra, R. L., Ferreira, A. M., & Martins, F. (2001). Quem tem medo do estágio? Contributos para a definição do perfil do estagiário da UA  [Who fears the pedagogical stage? Contributions to define a stage student profile]. 4.º Encontro Nacional da Associação de Professores de Português (pp. 55–62). Lisbon: APP and ESE of Lisbon.
   Google Scholar
• Cosnefroy, L., & Buhot, E. (2013). Workplace learning impact: An analisis of French-secondary-trainee teachers’ perception of their professional development. Teachers and Teaching: Theory and Practice, 19, 679–694.
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57, 300–314.10.1177/0022487105285962
   Google Scholar
• de Almeida, M. J. (2013). Otimização do ensino das ciências experimentais  [Improving the teaching of experimental sciences]. In L. Veloso & P. Abrantes (Eds.), Sucesso Escolar: da Compreensão do Fenómeno às Estratégias para o Alcançar (pp. 187–205). Lisbon: Mundos Sociais ed., CIES, ISCTE-IUL.
   Google Scholar
• Draper, J., O'brien, J., & Christie, F. (2004). First impressions: The new teacher induction arrangements in Scotland. Journal of In-service Education, 30, 201–224.10.1080/13674580100200316
   Google Scholar
• Esteves, E., & Leite, L. (2004). Expectativas e receios dos alunos relativamente ao estágio - um estudo centrado na licenciatura em ensino da Física e da Química da Universidade do Minho [Expectations and apprehensions on educational stage: A study centered on Physics and Chemistry future teachers from the University of Minho]. Revista Brasileira de Pesquisa em Educação em Ciências, 4, 18–30.
   Google Scholar
• Feiman-Nemser, S. (2001). Helping novices learn to teach: Lessons from an exemplary support teacher. Journal of Teacher Education, 52, 17–30.10.1177/0022487101052001003
   Web of Science ®Google Scholar
• Flores, M. A. (1999). (Des)ilusões e paradoxos: A entrada na carreira na perspectiva dos professores neófitos  [(Dis)enchantements and paradoxes: Novice teachers’ career first steps]. Revista Portuguesa de Educação, 12, 171–204.
   Google Scholar
• Law n.º 21666/2009. (2009). Creation of probation period for school teaching. Retrieved from http://www.google.pt/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CBwQFjAAahUKEwiDnsPFkOfHAhUCwBQKHZ--CPg&url=http%3A%2F%2Fwww.dgae.mec.pt%2Fc%2Fdocument_library%2Fget_file%3Fp_l_id%3D18333%26folderId%3D27727%26name%3DDLFE-1467.pdf&usg=AFQjCNFY4KD4XpoyhnW3ex-zzqT0gB0V4g&bvm=bv.102022582,d.d24
   Google Scholar
• Leitch, R., & Day, C. (2000). Action research and reflective practice: Towards a holistic view. Educational Action Research, 8, 179–193.10.1080/09650790000200108
   Google Scholar
• Lewin, K. (1946). ction research and minority problems. Journal of Social Issues, 2, 34–46.
   Google Scholar
• Ponte, J. P., Galvão, C., Trigo-Santos, F., & Oliveira, H. (2001). O início da carreira profissional de jovens professores de matemática e ciências [The begining of a professional career of young Mathematics and Sciences teachers]. Revista de Educação, 10, 31–45.
   Google Scholar
• Sá, M. V. (2013). Colaboração Escola-Universidade: Estágio Pedagógico e Ano Probatório. Uma Abordagem Focada no Ensino da Física [School-University cooperation: Pedagogical stage and probation year. An approach focused on Physics teaching]. ( Unpublished doctoral dissertation). University of Coimbra, Physics Department, Coimbra.
   Google Scholar
• Sandholtz, J. H. (2002). Inservice training or professional development: Contrasting opportunities in a school/university partnership. Teaching and Teacher Education, 18, 815–830.10.1016/S0742-051X(02)00045-8
   Web of Science ®Google Scholar
• Schön, D. A. (1983). The reflective practitioner. New York, NY: Basic Books.
   Google Scholar
• Schön, D. A. (1987). Educating the reflective practitioner. Towards a new design for teaching and learning in the professions.. San Francisco: Jossey-Bass..
   Google Scholar
• Shulman, L. S. (1987). Educating the reflective practitioner. Towards a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23.10.17763/haer.57.1.j463w79r56455411
   Web of Science ®Google Scholar
• Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann.
   Google Scholar
• Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54, 143–178.10.3102/00346543054002143
   Web of Science ®Google Scholar
• Younger, M., Brindley, S., Pedder, D., & Hagger, H. (2004). Starting points: Student teachers’ reasons for becoming teachers and their preconceptions of what this will mean. European Journal of Teacher Education, 27, 245–264.10.1080/0261976042000290787
   Google Scholar
• Zeni, J. (1998). A guide to ethical issues and action research. Educational Action Research, 6, 9–19.10.1080/09650799800200053
   Google Scholar