Articulating contrasts in kindergarten teachers’ implicit knowledge on play-based learning-Reference-Cited by-同舟云学术

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Articulating contrasts in kindergarten teachers’ implicit knowledge on play-based learning

Published:2004-01 Issue:4-5 Volume:41 Page:339-352
ISSN:0883-0355
Container-title:International Journal of Educational Research
language:en
Short-container-title:International Journal of Educational Research

Author:

Pui-Wah Doris Cheng,Stimpson Philip

Publisher

Elsevier BV

Subject

Education

Reference29 articles.

1. Theory in practice: Increasing professional effectiveness;Argyris,1974

2. Teaching through play: Teachers’ thinking and classroom practice;Bennett,1997

3. Changing contexts and expertise in teaching: First year teacher after seven years;Bullough;Teaching and Teacher Education,1995

4. Becoming a student of teaching;Bullough,1995

5. The nature and growth of knowledge in student teaching;Calderhead;Teaching and Teacher Education,1991

Cited by 48 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. Changes in primary school teachers’ perceptions of play;Teacher Development;2024-01-17

2. A family-school-community partnership supporting play-based learning: A social capital perspective;Teaching and Teacher Education;2023-12

3. Parents’ approaches to numeracy support: what parents do is rarely what they think is most important;Frontiers in Education;2023-09-15

4. Another case of the theory to practice gap: South Korean early childhood education and care;Early Childhood Research Quarterly;2023

5. Developing kindergarten teacher capacity for play-based learning curriculum: a mediation analysis;Teachers and Teaching;2022-04-25

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