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Theorising Teacher Practice with Technology: Implications for Teacher Education Research
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Author(s):
Julianne Lynch
Publication date
(Online):
May 03 2017
Publisher:
Springer Singapore
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Citation Behaviour and Practice
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Death to Critique and Dissent? The Policies and Practices of New Managerialism and of 'Evidence-based Practice'
Bronwyn Davies
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On the two cultures of educational research, and how we might move ahead: Reconsidering the ontology, axiology and praxeology of education
Gert Biesta
(2015)
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Publication date (Print):
2017
Publication date (Online):
May 03 2017
Pages
: 741-752
DOI:
10.1007/978-981-10-4075-7_50
SO-VID:
ec2d503d-ec23-40af-9f8c-b71a86c683b5
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Book chapters
pp. 1
A Companion to Research in Teacher Education
pp. 23
Developing the Thoughtful Practitioner
pp. 37
Variations in the Conditions for Teachers’ Professional Learning and Development: Teacher Development, Retention and Renewal over a Career
pp. 53
Clinical Praxis Exams: Linking Academic Study with Professional Practice Knowledge
pp. 69
A Role of Doing Philosophy in a Humanistic Approach to Teacher Education
pp. 87
The Development of Accomplished Teaching
pp. 105
Towards a Principled Approach for School-Based Teacher Educators: Lessons from Research
pp. 121
The Strathclyde Literacy Clinic: Developing Student Teacher Values, Knowledge and Identity as Inclusive Practitioners
pp. 135
You Teach Who You Are Until the Government Comes to Class: A Study of 28 Literacy Teacher Educators in Four Countries
pp. 153
Clinical Practice in Education: Towards a Conceptual Framework
pp. 167
Initial Teacher Education in Ireland—A Case Study
pp. 179
Doing Harm to Educational Knowledge: The Struggle over Teacher Education in Sweden and Norway
pp. 193
The Pre-service Education of Disability Pedagogues in Norway: Maximising Social Pedagogic Ambition
pp. 209
Repositioning, Embodiment and the Experimental Space: Refiguring Student–Teacher Partnerships in Teacher Education
pp. 223
Redesigning Authentic Collaborative Practicum Partnerships: Learnings from Case Studies from Two New Zealand Universities
pp. 237
Researching the Intersection of Program Supervision and Field Placements: Interactional Ethnographic Telling Cases of Reflexive Decision-Making Process
pp. 253
Networked Teaching and Learning for Life-Long Professional Development
pp. 269
Teacher Agency and Professional Learning Communities: What Can Learning Rounds in Scotland Teach Us?
pp. 283
Supporting Mentoring and Assessment in Practicum Settings: A New Professional Development Approach for School-Based Teacher Educators
pp. 299
Research in the Workplace: The Possibilities for Practitioner and Organisational Learning Offered by a School-University Research Partnership
pp. 315
A QUEST for Sustainable Continuing Professional Development
pp. 333
Teachers, Curriculum and the Neoliberal Imaginary of Education
pp. 347
Re-Casting Teacher Effectiveness Approaches to Teacher Education
pp. 359
The Paradox of Teacher Agency in a Glocalised World
pp. 373
The Marketization of Teacher Education: Threat or Opportunity?
pp. 385
Postfeminist Educational Media Panics, Girl Power and the Problem/Promise of ‘Successful Girls’
pp. 401
Helping Teachers and School Leaders to Become Extra-Critical of Global Education Reform
pp. 417
Quality of Education and the Poor: Constraints on Learning
pp. 435
The Future of Teacher Education: Evidence, Competence or Wisdom?
pp. 455
Attracting, Preparing, and Retaining Teachers in High Need Areas: A Science as Inquiry Model of Teacher Education
pp. 471
Teacher Education, Research and Migrant Children
pp. 483
Reforming Teacher Education in England—‘An Economy of Discourses of Truth’
pp. 495
Teacher Educators’ Responsibility to Prepare Candidates for Classroom Realities
pp. 507
Complexity and Learning: Implications for Teacher Education
pp. 521
The Prevailing Logic of Teacher Education: Privileging the Practical in Australia, England and Scotland
pp. 541
On the Role of Philosophical Work in Research in Teacher Education
pp. 555
Relational Expertise: A Cultural-Historical Approach to Teacher Education
pp. 569
Researching Teacher Education Policy: A Case Study from Scotland
pp. 583
Researching Practice as Education and Reform
pp. 597
Representing Teaching Within High-Stakes Teacher Performance Assessments
pp. 609
Research and the Undermining of Teacher Education
pp. 621
The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education
pp. 637
The Place of Research in Teacher Education? An Analysis of the Australian Teacher Education Ministerial Advisory Group Report Action Now: Classroom Ready Teachers
pp. 651
Educating the Educators: Policies and Initiatives in European Teacher Education
pp. 667
Making Connections in the UK and Australia—Research, Teacher Education and Educational Improvement
pp. 681
‘If I Could Not Make a Difference Why Would I Be a Teacher?’ Teaching English as an Additional Language and the Quest for Social Justice
pp. 697
Imperatives for Teacher Education: Findings from Studies of Effective Teaching for English Language Learners
pp. 713
University Coursework and School Experience: The Challenge to Amalgamate Learning
pp. 725
Co-configuring Design Elements and Quality Aspects in Teacher Education: A Research Agenda
pp. 741
Theorising Teacher Practice with Technology: Implications for Teacher Education Research
pp. 753
Capturing Science PCK Through Students’ Experiences
pp. 769
Teacher Sense-Making in School-Based Curriculum Development Through Critical Collaborative Professional Enquiry
pp. 785
Flows of Knowledge in Teaching Teams: A Collaborative Approach to Research in Early Childhood Education
pp. 799
Conquering Content: A Key to Promoting Self-efficacy in Primary Science Teaching
pp. 813
Mentoring of Newly Qualified Teachers in the Educational Sense
pp. 825
Building Teacher Confidence in Inquiry and Assessment: Experiences from a Pan-European Collaboration
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