Accesso libero

Making Sense of Core Qualities to Sustain Professional Development through Core Reflection Practice

INFORMAZIONI SU QUESTO ARTICOLO

Cita

Janesick, V. J. (2004). Stretching exercises for qualitative researchers (2nd ed.) Thousand Oaks, CA: Sage.Search in Google Scholar

Kelchtermans, G., & Vandenberghe, R. (1994). Teachers’ professional development: A biographical perspective. Journal of Curriculum Studies, 26, 45–62.10.1080/0022027940260103Search in Google Scholar

Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11(1), 47–71.10.1080/1354060042000337093Search in Google Scholar

Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 1020–1041.10.1016/j.tate.2006.04.022Search in Google Scholar

Kukk. A., & Talts, L. (2007). Teachers’ Self Assessment of their Professional Skills According to the Teachers’ Professional Standards. Journal of Teacher Education for Sustainability, 8, 14–24.10.2478/v10099-009-0009-2Search in Google Scholar

Le Compte, M. D., & Preissle, J. (1993). Ethnography and Qualitative Design in Educational Research. New York: Academic Press.Search in Google Scholar

Oosterheert, I. E. (2001). How student teachers learn. Groningen: UCLO.Search in Google Scholar

Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.Search in Google Scholar

Peterson, C., & Seligman, M. E. P. (2003). Character strengths and virtues: A classification and handbook. New York: Oxford University Press/Washington, DC: American Psychological Association.Search in Google Scholar

Rashidi, N., & Meihami, H. (2017). Addressing cultural identity through negotiation: Analysis of student-teacher-authored narratives. Journal of Teacher Education for Sustainability, 19(2), 21–32.10.1515/jtes-2017-0012Search in Google Scholar

Raus, R., & Falkenberg, T. (2014). The Journey towards a Teacher’s Ecological Self: A Case Study of a Student Teacher. Journal of Teacher Education for Sustainability, 16(2), 103–124.10.2478/jtes-2014-0014Search in Google Scholar

Rodgers, K. B. (2002). Re-framing gifted education: Matching the program to the child. Scottsdale, AZ: Great Potential Press.Search in Google Scholar

Rubin, H. J., & Rubin, I. S. (2005). Qualitative interviewing: The art of hearing data (2nd ed.). Thousand Oaks, CA: Sage.Search in Google Scholar

Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.Search in Google Scholar

Seligman, M. E. P. (2002). Positivepsychology, positive prevention, and positive therapy. In: C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 3–9). Oxford, etc.: Oxford University Press.Search in Google Scholar

Strauss, A., & Corbin, L. (1990). Basics of Grounded Theory Methods. Beverly Hills, CA.: Sage.Search in Google Scholar

Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.Search in Google Scholar

Taylor, S. J., & Bogdan, R. (1998). Introduction to qualitative research methods: A guidebook and resources (3rd ed.). New York: John Wiley & Sons.Search in Google Scholar

Tickle, L. (1999). Teacher self-appraisal and appraisal of self. In R. P. Lipka & T. M. Brinthaupt (Eds.), The role of self in teacher development (pp. 121–141). Albany, N.Y.: State University of New York Press.Search in Google Scholar

eISSN:
1691-5534
Lingua:
Inglese
Frequenza di pubblicazione:
2 volte all'anno
Argomenti della rivista:
Social Sciences, Education, other