729
Views
14
CrossRef citations to date
0
Altmetric
Articles

The role of reflection in developing eupraxis in learning to teach English

, &
Pages 285-308 | Received 23 Feb 2014, Accepted 05 Dec 2014, Published online: 15 Jul 2015

References

  • Adler, S. A. (1990, February). The reflective practitioner and the curriculum of teacher education. Paper presented at the annual meeting of the Association of Teacher Educators, Las Vegas, NV.
  • Aristotle. (350 BCE). Nicomachean ethics. (W. D. Ross, Trans.). Retrieved from http://constitution.org/ari/ethic_00.htm
  • Camburn, E. M. (2010). Embedded teacher learning opportunities as a site for reflective practice: An exploratory study. American Journal of Education, 116, 463–489. doi:10.1086/653623
  • Choi, T. H. (2013). Autobiographical reflections for teacher professional learning. Professional Development in Education, 39(5), 822–840. doi:10.1080/19415257.2012.737355
  • Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
  • Connell, M. T. (2014). Recovering the social dimension of reflection. Catholic Education: A Journal of Inquiry and Practice, 17(2), 5–24.
  • Cruikshank, D. R. (1987). Reflective teaching: The preparation of students of teaching. Reston, VA: Association of Teacher Educators.
  • Dewey, J. (1904/1964). The relation of theory to practice in education. In R. D. Archambault (Ed.), John Dewey in education (pp. 313–318). Chicago, IL: University of Chicago Press.
  • Ebert, E. K., & Crippen, K. J. (2010). Applying a cognitive-affective model of conceptual change to professional development. Journal of Science Teacher Education, 21, 371–388. doi:10.1007/s10972-009-9183-2
  • Feiman-Nemser, S., & Buchmann, M. (1985). Pitfalls of experience in teacher preparation. Teachers College Record, 87(1), 53–65.
  • Grossman, P. L., Smagorinsky, P., & Valencia, S. (1999). Appropriating tools for teaching English: A theoretical framework for research on learning to teach. American Journal of Education, 108(1), 1–29.
  • Guarino, C. M., Santibañez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76, 173–208. doi:10.3102/00346543076002173
  • Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching & Teacher Education, 11(1), 33–49. doi:10.1016/0742-051X(94)00012-U
  • Hu, R., & Smith, J. J. (2011). Cultural perspectives on teaching and learning: A collaborative self-study of two professors’ first year teaching experiences. Studying Teacher Education, 7(1), 19–33. doi:10.1080/17425964.2011.558347
  • Kallos, D. (1999). Recent changes in Swedish teacher education. TNTEE Publications, 2, 165–174.
  • Kennedy-Lewis, B. L. (2012). When a teacher becomes a researcher: Using self-narrative to define one’s role as participant observer. Theory into Practice, 51, 107–113. doi:10.1080/00405841.2012.662865
  • Kroll, L. R., & Laboskey, V. K. (1996). Practicing what we preach: Constructivism in a teacher education program. Action in Teacher Education, 18(2), 63–72. doi:10.1080/01626620.1996.10462834
  • Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
  • Marcos, J. J. M., Miguel, E. S., & Tillema, H. (2009). Teacher reflection in action: What is said (in research) and what is done (in teaching). Reflective Practice: International and Multidisciplinary Perspectives, 10(2), 191–204. doi:10.1080/14623940902786206
  • MetLife. (2013). MetLife survey of the American teacher: Challenges for school leadership. New York: Author. Retrieved from https://www.metlife.com/assets/cao/foundation/MetLife-Teacher-Survey-2012.pdf
  • Mewborn, D. S., & Tyminski, A. M. (2006). Lortie’s apprenticeship of observation revisited. For the Learning of Mathematics, 26(3), 30–33.
  • Schön, D. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
  • Schön, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco, CA: Jossey Bass.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–23. doi:10.17763/haer.57.1.j463w79r56455411
  • Smagorinsky, P. (1995). The social construction of data: Methodological problems of investigating learning in the zone of proximal development. Review of Educational Research, 65, 191–212. doi:10.3102/00346543065003191
  • Smagorinsky, P. (2008). The method section as conceptual epicenter in constructing social science research reports. Written Communication, 25, 389–411. doi:10.1177/0741088308317815
  • Smagorinsky, P. (2013). The development of social and practical concepts in learning to teach: A synthesis and extension of Vygotsky’s conception. Learning, Culture, and Social Interaction, 2(4), 238–248. doi:10.1016/j.lcsi.2013.07.003
  • Smagorinsky, P., & Barnes, M. (in press). Revisiting and revising the apprenticeship of observation. Teacher Education Quarterly.
  • Smagorinsky, P., Cook, L. S., & Johnson, T. S. (2003). The twisting path of concept development in learning to teach. Teachers College Record, 105, 1399–1436.
  • Smagorinsky, P., Cook, L. S., Moore, C., Jackson, A. Y., & Fry, P. G. (2004). Tensions in learning to teach: Accommodation and the development of a teaching identity. Journal of Teacher Education, 55, 8–24. doi:10.1177/0022487103260067
  • Smagorinsky, P., Rhym, D., & Moore, C. (2013). Competing centers of gravity: A beginning English teacher’s socialization process within conflictual settings. English Education, 45, 147–183.
  • Tulviste, P. (1991). The cultural-historical development of verbal thinking. Commack, NY: Nova Science.
  • Vygotsky, L. S. (1934/1987). Thinking and speech. In R. Rieber & A. Carton (Eds.), L. S. Vygotsky, Collected works (Vol. 1, pp. 39–285; N. Minick, Trans.). New York, NY: Plenum.
  • Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
  • Zeichner, K., & Liu, K. Y. (2010). A critical analysis of reflection as a goal for teacher education. In N. Lyons (Ed.), Handbook of reflection and reflective inquiry: Mapping a way of knowing for professional reflective inquiry (pp. 67–84). Dordrecht: Springer.
  • Zeichner, K. M. (1981). Reflective teaching and field-based experience in teacher education. Interchange, 12(4), 1–22. doi:10.1007/BF01807805
  • Zeichner, K. M., & Gore, J. M. (1990). Teacher socialization. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 329–348). New York, NY: Macmillan.
  • Zeichner, K. M., & Liston, D. P. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57, 23–49. doi:10.17763/haer.57.1.j18v7162275t1w3w
  • Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. 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.