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Article: Reflective classroom practice: Case studies of student teachers at work

TitleReflective classroom practice: Case studies of student teachers at work
Authors
Issue Date1996
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13540602.asp
Citation
Teachers And Teaching: Theory And Practice, 1996, v. 2 n. 2, p. 273-298 How to Cite?
AbstractThis paper addresses the nature of reflective classroom practice in a setting where action research has been undertaken by both the student teachers and the teaching practice supervisor. It is based on a cross-case study of the processes through which student teachers learn to teach. Specifically, the analysis focuses on how student teachers reflect on their experiences in learning to teach. The data are based on student teachers' reported thoughts about their learning over a period of one year. The results contribute to the understanding of reflective classroom practice by highlighting first student teachers' perceptions about learning to teach and second their reviews on classroom practice. The discussion also adds to the literature on teacher development taken from the novice-expert research tradition. Accordingly, implications for curriculum development in teacher education are drawn. © 1996 Journals Oxford Ltd.
Persistent Identifierhttp://hdl.handle.net/10722/72260
ISSN
2015 Impact Factor: 0.752
2015 SCImago Journal Rankings: 1.087
References

 

DC FieldValueLanguage
dc.contributor.authorKwo, OWYen_HK
dc.date.accessioned2010-09-06T06:39:53Z-
dc.date.available2010-09-06T06:39:53Z-
dc.date.issued1996en_HK
dc.identifier.citationTeachers And Teaching: Theory And Practice, 1996, v. 2 n. 2, p. 273-298en_HK
dc.identifier.issn1354-0602en_HK
dc.identifier.urihttp://hdl.handle.net/10722/72260-
dc.description.abstractThis paper addresses the nature of reflective classroom practice in a setting where action research has been undertaken by both the student teachers and the teaching practice supervisor. It is based on a cross-case study of the processes through which student teachers learn to teach. Specifically, the analysis focuses on how student teachers reflect on their experiences in learning to teach. The data are based on student teachers' reported thoughts about their learning over a period of one year. The results contribute to the understanding of reflective classroom practice by highlighting first student teachers' perceptions about learning to teach and second their reviews on classroom practice. The discussion also adds to the literature on teacher development taken from the novice-expert research tradition. Accordingly, implications for curriculum development in teacher education are drawn. © 1996 Journals Oxford Ltd.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13540602.aspen_HK
dc.relation.ispartofTeachers and Teaching: Theory and Practiceen_HK
dc.titleReflective classroom practice: Case studies of student teachers at worken_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1354-0602&volume=2&issue=2&spage=273&epage=298&date=1996&atitle=Reflective+classroom+practice:+case+studies+of+student+teachers+at+worken_HK
dc.identifier.emailKwo, OWY: wykwo@hkucc.hku.hken_HK
dc.identifier.authorityKwo, OWY=rp00914en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/1354060960020207en_HK
dc.identifier.scopuseid_2-s2.0-33645328333en_HK
dc.identifier.hkuros21533en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-33645328333&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume2en_HK
dc.identifier.issue2en_HK
dc.identifier.spage273en_HK
dc.identifier.epage298en_HK
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridKwo, OWY=8971527200en_HK

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