62
Views
31
CrossRef citations to date
0
Altmetric
Original Articles

Spielraum and Teaching

, &
Pages 183-207 | Published online: 12 Jan 2015

References

  • Bourdieu, P. 1997. Méditations pascaliennes [Pascalian meditations]. Paris: Seuil.
  • Dewey, J. 1933. How we think: A restatement of the relation of reflective thinking to the educative process. Boston, MA: D.C. Heath and Company.
  • Dreyfus, H. L. 1991. Being-in-the-world: A commentary on Heidegger’s “being and time,” division I. Cambridge, MA: MIT.
  • Dreyfus, H. L., and S. E. Dreyfus. 1986. Mind over machine: The power of human intuition and expertise in the era of the computer. New York: The Free Press.
  • Eco, U. 1984. Semiotics and the philosophy of language. Bloomington, IN: Indiana University Press.
  • Eldon, M., and M. Levin. 1991. Cogenerative learning: Bringing participation into action research. In Participative action research, ed. W. F. Whyte, 127–42. Newbury Park, CA: Sage.
  • Eraut, M. 1995. Schön schock: a case for reframing reflection-in-action? Teachers and Teaching: Theory and Practice 1: 9–22.
  • Fensternmacher, G. D. 1988. The place of science and epistemology in Schön’s conception of reflective practice? In Reflection in teacher education, eds. P. P. Grimmett and G. L. Erickson, 39–46. Vancouver, BC: Pacific Educational Press.
  • Grimmett, P. P., and A. M. MacKinnon. 1992. Craft knowledge and the education of teachers. Review of Research in Education 18: 385–456.
  • Heidegger, M. 1977. Sein und Zeit [Being and time]. Tübingen, Germany: Max Niemeyer. English version consulted was translated by J. Macquarrie and E. Robinson. New York: Harper and Row. 1962.
  • Masciotra, D., E. Ackerman, and W.-M. Roth. In press. “Maai”: The art of distancing in karate-do mutual attunement in close encounters. Journal of Adult Development.
  • Ricoeur, P. 1990. Soi-même comme un autre [Oneself as another]. Paris: Seuil. Translation consulted by Chicago University Press. 1992.
  • Ricoeur, P. 1991. From text to action: Essays in hermeneutics, II. Evanston, IL: Northwestern University Press.
  • Roth, W.-M. 1993. Metaphors and conversational analysis as tools in reflection on teaching practice: Two perspectives on teacher-student interactions in openinquiry science. Science Education 77: 351–73.
  • Roth, W.-M. 1994. Experimenting in a constructivist high school physics laboratory. Journal of Research in Science Teaching 31: 197–23.
  • Roth, W.-M. 1995. Affordances of computers in teacher-student interactions: The case of Interactive PhysicsTM. Journal of Research in Science Teaching 32: 329–47.
  • Roth, W.-M. 1996a. Teacher questioning in an open-inquiry learning environment: Interactions of context, content, and student responses. Journal of Research in Science Teaching 33: 709–36.
  • Roth, W.-M. 1996b. Thinking with hands, eyes, and signs: Multimodal science talk in a grade 6/7 unit on simple machines. Interactive Learning Environments 4: 170–87.
  • Roth, W.-M. 1998a. Science teaching as knowledgeability: a case study of knowing and learning during coteaching. Science Education 82: 357–77.
  • Roth, W.-M. 1998b. Teaching and learning as everyday activity. In International handbook of science education, eds. K. Tobin and B. Fraser, 169–81. Dordrecht, Netherlands: Kluwer Academic Publishing.
  • Roth, W.-M., G. M. Bowen, N. Boyd, and S. Boutonné. 1998. Coparticipation as mode for learning to teach science. In CONNECTIONS ’98, ed. J. Anderson, 80–88, Victoria, BC.
  • Roth, W.-M., and N. Boyd. 1999. Coteaching, as colearning, in practice. Research in Science Education 29: 51–67.
  • Roth, W.-M., D. Lawless, and D. Masciotra. 1999. Relationality as an alternative to reflectivity. Submitted.
  • Roth, W.-M., D. Lawless, and K. Tobin. In press. Time to teach: Towards a praxeology of teaching. Canadian Journal of Education.
  • Roth, W.-M., D. Masciotra, and N. Boyd. 1999. Becoming-in-the-classroom: A case study of teacher development through coteaching. Teaching and Teacher Education 15: 771–84.
  • Roth,W.-M., C. McRobbie, K. B. Lucas, and S. Boutonné. 1997. Why do students fail to learn from demonstrations? A social practice perspective on learning in physics. Journal of Research in Science Teaching 34: 509–33.
  • Roth, W.-M., and A. Roychoudhury. 1994. Science discourse through collaborative concept mapping: New perspectives for the science teacher. International Journal for Science Education 16: 437–55.
  • Roth, W.-M., and K. Tobin. 1996. Aristotle and natural observation versus Galileo and scientific experiment: An analysis of lectures in physics for elementary teachers in terms of discourse and inscriptions. Journal of Research in Science Teaching 33: 135–57.
  • Roth, W.-M., and K. Tobin. In press. Learning to teach science as praxis. Teaching and Teacher Education.
  • Schön, D. A. 1983. The reflective practitioner. How professionals think in action. New York: Basic Books.
  • Schön, D. A. 1987. Educating the reflective practitioner. San Francisco: Jossey-Bass.
  • van Manen, M. 1994. Pedagogy, virtue and narrative identity in teaching. Curriculum Inquiry 24: 135–70.
  • van Manen, M. 1995. On the epistemology of reflective practice. Teachers and Teaching: Theory and Practice 1: 33–50.
  • Wheeler, M. 1996. From robots to Rothko: The bringing forth of worlds. In The philosophy of artificial life, ed. M. Boden, 209–36. Oxford: Oxford University 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.