340
Views
4
CrossRef citations to date
0
Altmetric
Reports

Interruptions: Reflecting-in-Action in Preservice Math Methods Courses

&

References

  • Cochran-Smith, M., & Lytle, S. L. (Eds.). (1993). Inside/outside: Teacher research and knowledge. New York, NY: Teachers College Press.
  • Cole, A. L. (1997). Impediments to reflective practice: Toward a new agenda for research on teaching. Teachers and Teaching: Theory and Practice, 3(1), 7–27. doi:10.1080/1354060970030102
  • Common Core State Standards Initiative (CCSSI). (2010). Common core state standards for mathematics (CCSSM). Washington, DC: National Governors Association Center for Best Practices and Council of Chief State School Officers. Retrievd from http://www.corestandards.org/Math/
  • Copple, C., & Bredekamp, S., National Association for the Education of Young Children. eds. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: Author.
  • Dana, N. F., & Diane, Y.-H. (2014). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (3rd ed.). Thousand Oaks, CA: Corwin, a Sage Company.
  • Dewey, J. (1916/1944). Democracy and education: an introduction to the philosophy of education. New York, NY: Free Press.
  • Fenstermacher, G. D. (1986). Philosophy of research on teaching: Three aspects. In M. C. Wittrock (Ed.), Handbook of research on teaching third edition: A project of the american educational research association (pp. 37–49). New York, NY: MacMillan Publishing Company.
  • Freeman, D. (1989). Teacher training, development, and decision making: A model of teaching and related strategies for language teacher education. TESOL Quarterly, 23(1), 27–45. doi:10.2307/3587506
  • Goodwin, A. L., & Genor, M. (2008). Disrupting the taken for granted: Autobiographical analysis in preservice teacher education. In C. Genishi & A. L. Goodwin (Eds.), Diversities in early childhood education: Rethinking and doing (pp. 201–218). Oxford, England: Routledge.
  • Grimmett, P. P. (1988). The nature of reflection and Schön’s conception in perspective. In P. P. Grimmett & G. L. Erickson (Eds.), Reflection in teacher education (pp. 5–16). Vancouver, BC, New York: Pacific Education Press, Teachers College Press.
  • Higgins, C. (2001). From reflective practice to practical wisdom: Three models of liberal teacher education. Philosophy of Education, 92–99.
  • Hubbard, R. S., & Power, B. M. (1993/2003). The art of classroom inquiry. Portsmouth, NH: Heinemann.
  • Korthagen, F. A. J. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah, NJ: L. Erlbaum Associates.
  • Malkki, K., & Green, L. (2016). Ground, warmth, and light: Facilitating conditions for reflection and transformative dialogue. Journal Of Educational Issues, 2(2), 169–183. doi: 10.5296/jei.v2i2.9947
  • McLaughlan, T. H. (1999). Beyond the reflective teacher. Educational Philosophy and Theory, 31(1), 9–25. doi:10.1111/j.1469-5812.1999.tb00371.x
  • Munby, H. (1989). Reflection-in-action and reflection-on-action. Education & Culture, 9(1), 31–41.
  • Rodgers, C. (2002). Doing reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866. doi:10.1111/1467-9620.00181
  • Schön, D. (1988). Coaching as reflective teaching. In P. P. Grimmett & G. L. Erickson (Eds.), Reflection in teacher education (pp. 19–29). Vancouver, BC, New York: Pacific Education Press, Teachers College Press.
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
  • Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions (1st ed.). San Francisco, CA: Jossey-Bass.
  • Teacher education by Design. (n.d.). Retrieved from https://tedd.org/Stigler
  • Vagle, M. D., Monette, R., Thiel, J. J., & Wester-Neal, K. (2017). Enacting post-reflexive teacher education. Pedagogies: An International Journal, 12(3), 295–312. doi:10.1080/1554480X.2017.1344555
  • Wood, C., & Wrenn, P. (1999). Time to teach, time to learn: Changing the pace of school. Greenfield, MA: Northeast Foundation for Children.
  • Wurm, J. (2005). Working in the Reggio way: A beginner’s guide for American teachers. St. Paul, MN: Redleaf Press.

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.