A longitudinal study of the influences of primary and secondary school, university and practicum on student teachers' images of effective primary science practice-Reference-Cited by-同舟云学术

A longitudinal study of the influences of primary and secondary school, university and practicum on student teachers' images of effective primary science practice

Published:2001-03 Issue:3 Volume:23 Page:227-245
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Skamp Keith,Mueller Andrea

Publisher

Informa UK Limited

Subject

Education

Link

http://www.tandfonline.com/doi/pdf/10.1080/095006901750066493

Reference29 articles.

1. GUNSTONE, R. and NORTHFIELD, J. Conceptual change in teacher education: The centrality of metacognition. Paper presented to the annual meeting of the American Educational Research Association. San Francisco. ERIC ED 348 342

2. A case study exploration of development in preservice science teachers

3. Metacognition and learning to teach

4. Preservice biology teachers' knowledge structures as a function of professional teacher education: A year-long assessment

Cited by 31 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Analyse des savoirs mobilisés par des stagiaires en enseignement pour évaluer leurs élèves;McGill Journal of Education;2024-01-30

2. Postmodern Principles in Integrated Teaching of Foreign Languages and Fine Arts to Primary Learners in the New Ukrainian School;Revista Romaneasca pentru Educatie Multidimensionala;2021-12-14

3. Picturing pre-service and in-service teachers’ views about scientists and science teaching;International Journal of Early Years Education;2020-08-30

4. Using neuroscience evidence to train pre-service physics teachers on the concepts of heat and cold;Journal of Physics: Conference Series;2019-08-01

5. A longitudinal investigation of the science teaching efficacy beliefs and science experiences of a cohort of preservice elementary teachers;International Journal of Science Education;2017-10-29