References
- Bourdieu, P. 1980. Le sens pratique. Paris: Les Éditions de Minuit.
- Bourdieu, P. 1990. The logic of practice. Cambridge, UK: Polity Press.
- Court, D. 1988. “Reflection-in-action”: Some definitional problems. In Reflection in teacher education, eds. P. P. Grimmett and G. L. Erickson, 143–46. Vancouver, BC: Pacific Educational Press.
- Donnelly, J. F. 1999. Schooling Heidegger: On being in teaching. Teaching and Teacher Education 15: 933–49.
- Dreyfus, H. L. 1991. Being-in-the-world: A commentary on Heidegger’s “Being and Time,” division I. Cambridge, MA: MIT.
- Dreyfus, H. L. 1995. Cognitivism abandoned. In Speaking minds: Interviews with twenty eminent cognitive scientists, eds. P. Baumgartner and S. Payr, 70–83. Princeton, NJ: Princeton University Press.
- Dreyfus, H. L. 1996. The current relevance of Merleau-Ponty’s phenomenology of embodiment. The Electronic Journal of Analytic Philosophy 4 (Spring): [http://www.phil.indiana.edu/ejap/1996.spring/dreyfus.1996.spring.html]
- Eraut, M. 1995. Schön schock: A case for reframing reflection-in-action? Teachers and Teaching: Theory and Practice 1: 9–22.
- Holzkamp, K. 1983. Der Mensch als subjekt wissenschaftlicher methodik [Man as subject of scientific method]. In Karl Marx und die wissenschaft vom individuum, eds. K.-H. Braun, W. Hollitscher, K. Holzkamp, and K. Wetzel, 120–66. Marburg: Verlag Arbeiterbewegung und Gesellschaftswissenschaften.
- Leont’ev, A. N. 1978. Activity, consciousness and personality. Englewood Cliffs, CA: Prentice Hall.
- Libet, B. 1985. Unconscious cerebral initiative and the role of conscious will in voluntary action. Behavioral and Brain Sciences 8: 529–66.
- Munby, H., and T. Russell. 1994. The authority of experience in learning to teach: Messages from a physics methods class. Journal of Teacher Education 45: 86–95.
- Munby, H., and T. Russell. 1996. Theory follows practice in learning to teach and in research on teaching. Paper presented at the meeting for the American Educational Research Association in New York in April 1996.
- Richardson, V. 1990. The evolution of reflective teaching and teacher education. In Encouraging reflective practice in education: An analysis of issues and problems, eds. R. T. Clift, W. R. Houston, and M. C. Pugach, 3–19. New York: Teachers College Press.
- Ricoeur, P. 1992. Oneself as another. Chicago, IL: University of Chicago Press.
- Roth, G. 1996. Limbisches und motorisches System: Die neurobiologischen Grundlagen von Bewerten und Handeln [Limbic and motor systems: The neurobiological basis of evaluation and action]. In Representation and meaning III, ed. Research Group “Interdisciplinary Cognitive Science,” 139–55. Bremen, Germany: Center for Cognitive Science.
- Roth, W.-M. 1998. Science teaching as knowledgeability: A case study of knowing and learning during coteaching. Science Education 82: 357–77.
- 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., 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.
- Star, S. L. 1995. The politics of formal representations: Wizards, gurus, and organizational complexity. In Ecologies of knowledge: Work and politics in science and technology, ed. S. L. Star, 88–118. Albany, NY: State University of New York Press.
- Tobin, K., W.-M. Roth, and A. Zimmermann. In press. Learning to teach science in urban schools. Journal of Research in Science Teaching.
- van Manen, M. 1995. On the epistemology of reflective practice. Teachers and Teaching: Theory and Practice 1: 33–50.
- Winner, L. 1980. Do artifacts have politics? Daedalus 109: 121–36.