Pedagogical Reasoning and Action (PR&A): A Framework for Research on Professional Knowledge of Geography Teaching
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Publisher
Springer International Publishing
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-04891-3_19
Reference49 articles.
1. Blankman, M., van der Schee, J., Volman, M., & Boogaard, M. (2015). Primary teacher educators’ perception of desired and achieved pedagogical content knowledge in geography education in primary teacher training. International Research in Geographical & Environmental Education, 24(1), 80–94. https://doi-org.libproxy.txstate.edu/10.1080/10382046.2014.967110
2. Blazar, D., Gilbert, B. J., Herlihy, C., & Gogolen, C. (2018). Using tablets to explore the potential for video-based classroom observations for research and professional development. International Journal of Education in Mathematics, Science and Technology, 6(2), 122–135.
3. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15.
4. Bright, B. (1996). Reflecting on ‘reflective practice.’ Studies in the Education of Adults, 28(2), 162–184. https://doi.org/10.1080/02660830.1996.11730638
5. Brooks, C. (2006). Geographical knowledge and teaching geography. International Research in Geographical & Environmental Education, 15(4), 353–369. https://doi.org/10.2167/irg200.0
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