Research on Teacher Thinking and Different Views of Reflective Practice in Teaching and Teacher Education

By G. Handal, S. Vaage. 2005

188 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/1c3b56eb8801bfec5816d1061a6f30eb7abafae5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Neil Mercer
2. S. Andrews
3. J. Husu
4. Lyn Dawes
5. Heng Hou
6. Ryan M. Flessner
7. Khalil Gholami
8. M. Sellars

Citations in the corpus

• ‘Just like instant noodles’: L2 teachers and their beliefs about grammar pedagogy (2003, background): “One domain of teacher thinking (see Zeichner (1994) for a discussion of the domains of teacher reflection) that has been the focus of much attention in recent years is subject-matter knowledge, and its link with pedagogy.”
• The study of talk between teachers and students, from the 1970s until the 2010s (2014, background): “(Edwards & Furlong, 1978, p. 2) has been called ‘the reflective practice movement’ in education (Ziechner, 1994).”
• What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning (2015, background): “Zeichner (1994) warns researchers to stay sensitive to cultural conditions when ‘importing theories developed in one cultural context into another’ (p. 15).”
• How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge (2009, background): “…knowledge is based on an epistemological assumption that “generating knowledge about good teaching is not the exclusive property of university researchers, and it recognizes that teachers also have theories that can contribute to a codified knowledge base for teaching” (Zeichner, 1994, p.10).”
• Revisiting Reflection: Utilizing Third Spaces in Teacher Education (2014, background): “…and ideas (Hatch, 2006), that embedding reflective practice in teacher education programs proves more difficult than most of us would anticipate (Zeichner, 1994), and that reflective practice is essential if we are to address inequities and issues of marginalization and oppression within our…”
• Teachers and Change: The Role of Reflective Practice (2012, background): “…1989; J. Dewey, 2005; Gore, 1987; Halliday, 1998; Kemmis, 2011; Schon, 1983, 1987, 1991; Tsangaridou & OSullivan, 1994; K Zeichner, 1981; K Zeichner, 1994), rises to new importance at this time for several significant reasons, including claims that many preservice teacher enter and leave…”