Practicing Theory and Theorizing Practice in Teacher Education

By Jr. Robert V.Bullough. 2002

175 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/9f390c98c3838ac1793c4e9bd813fd8c7471cf88

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. F. Korthagen
2. Paulien C. Meijer
3. A. Vasalos
4. N. Engels
5. Carl Lamote
6. Ee Ling Low
7. S. Chong
8. K. Goh

Citations in the corpus

• The development of student teachers’ professional identity (2010, background): “Bullough has emphasised the importance of paying attention to identity as crucial to the practice of teacher education (Bullough 1997; Bullough and Gitlin 1995, 2001).”
• Preach what you teach! Teacher educators and congruent teaching (2008, background): “There are detailed accounts of the expertise they have developed as expert teachers of teaching (e.g. Bullough, 1995, 1997; Chin, 1997; Clandinin, 1995; Dinkleman, 1999; Kuzmick, 2002; Russell, 1997, 1999).”
• In search of the essence of a good teacher: towards a more holistic approach in teacher education (2004, background): “This is no question to Bullough (1997), who states (p.”
• The Teacher Educator as a Role Model. (2007, background): “Bullough (1997) describes how such articulation helped his own development as a teacher educator.”
• Finding myself as a teacher: exploring the shaping of teacher identities through student teachers’ narratives (2012, background): “Paying attention to identity has been stressed as a crucial element in teacher education (Bullough, 1997; Bullough & Gitlin, 2001).”
• Supporting presence in teacher education: The connection between the personal and professional aspects of teaching (2009, background): “For example, Allender (2001), Bullough (1997), Kelchtermans and Vandenberghe (1994), and Loughran (2006) have all emphasized the personal element in teaching, and the importance of learning to know oneself better as a prerequisite to being a good teacher.”
• Emerging Professional Teacher Identity of Pre-service Teachers (2011, background): “This identity influences their perception of their teacher preparation and classroom field placements (clinical experience), giving new meaning to their experiences in initial teacher preparation programme (Bullough, 1997; Knowles, 1992; Wideen et al., 1998).”