Diversity in pre-service teachers' understandings of research

References

• Bitzer , E. M. 2003 . Assessing students’ changing perceptions of higher education . South African Journal of Higher Education , 17 ( 3 ) : 164 – 177 .
   Google Scholar
• Brew , A. 2001 . Conceptions of research: A phenomenographic study . Studies in Higher Education , 26 ( 3 ) : 271 – 285 .
   Web of Science ®Google Scholar
• Carr , W. and Kemmis , S. 1986 . Becoming critical: Education, knowledge and action research , Philadelphia : Falmer .
   Google Scholar
• Christie , P. 2008 . Changing schools in South Africa: Opening the doors of learning , South Africa : Heinemann .
   Google Scholar
• Cochran-Smith , M. and Lytle , S. 1993 . Inside outside: Teacher research and knowledge , New York : Teachers College Press .
   Google Scholar
• Diezmann , C. 2005 . Growing scholarly teachers and educational researchers: A curriculum for a research pathway in pre-service teacher education . Asia-Pacific Journal of Teacher Education , 33 ( 2 ) : 181 – 193 .
   Google Scholar
• Engeström , Y. 1987 . Learning by expanding. An activity-theoretical approach to developmental research , Helsinki : Orienta-Konsultit .
   Google Scholar
• Engeström , Y. 1993 . “ Developmental studies of work as a testbench of activity theory: The case of primary care medical practice ” . In Únderstanding Practice: Perspectives on activity and context , Edited by: Chaiklin , S. and Lave , J. Cambridge : Cambridge University Press .
   Google Scholar
• Government Gazette . 2000 Norms and Standards for Educators . Pretoria .
   Google Scholar
• Hussein , J. 2006 . Experience-based reflections on the potential for critical practitioner inquiry to transform teacher education in Africa . Journal of Transformative Education , 4 : 362 – 384 .
   Google Scholar
• Joram , E. 2007 . Clashing epistemologies: Aspiring teachers’, practicing teachers’, and professors’ beliefs about knowledge and research in education . Teaching and Teacher Education , 23 : 123 – 135 .
   Web of Science ®Google Scholar
• Leont'ev , A. N. 1981 . Problems of the Development of the Mind , Moscow : Progress .
   Google Scholar
• Lewin , K. , Samuel , M. and Sayed , Y. 2002 . Changing Patterns of Teacher education in South Africa , South Africa : Heinemann .
   Google Scholar
• Osman , R. and Casella , R. 2007 . Learning through fieldwork: undergraduate research and teacher education in South Africa . Education as Change , 11 ( 2 ) : 33 – 43 .
   Web of Science ®Google Scholar
• Reis-Jorge , R. 2005 . Developing teachers’ knowledge and skills as researchers: A conceptual framework . Asia-Pacific Journal of Teacher Education , 33 ( 3 ) : 303 – 319 .
   Google Scholar
• Reis-Jorge , R. 2007 . Teachers’ conceptions of teacher-research and self-perceptions as enquiring practitioners – a longitudinal case study . Teaching and Teacher Education , 23 ( 4 ) : 402 – 417 .
   Web of Science ®Google Scholar
• Richardson , V. 1994 . Conducting research on practice . Educational Researcher , 23 ( 5 ) : 5 – 10 .
   Google Scholar
• Schon , D. A. 1983 . The reflective practitioner: How professionals think in action , Aldershot : Ashgate Publishing .
   Google Scholar
• Vygotsky , L. S. 1978 . Mind in Society: The development of higher psychological processes , Cambridge, MA : Harvard University Press .
   Google Scholar
• Wertsch , J. V. 1995 . “ The need for action in sociocultural research ” . In Sociocultural Studies of Mind , Edited by: Wertsch , J. V. , del Rio , P. and Alvarez , A. Cambridge : Cambridge University Press .
   Google Scholar
• Willison , J. and O'Regan , K. 2007 . Commonly known, commonly not known, totally unknown:A framework for students becoming researchers . Higher Education Research and Development , 26 ( 4 ) : 393 – 409 .
   Google Scholar