A Conceptual Framework to Guide the Development of Teacher Reflection and Decision Making
Datos Bibliográficos
| ID | 4307608 |
|---|---|
| Autores | Amy Bernstein Colton (National Board for Teaching Standards), Georgea M Sparks-Langer (Eastem Michigan University) |
| Año | 1993 |
| Volumen | 44 |
| Número | 1 |
| Páginas | 45-54 |
| Fecha de publicación | 1993-01-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Teacher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Editorial | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487193044001007 |
| OpenAlex | W1994687607 |
| Idioma | EN |
| Citas recibidas | 20 |
| Referencias citadas | 10 |
The AA. have created a conceptual framework that portrays the mental processes of teacher education. The framework presents the teacher as reflective decision maker. The framework was described and explain. The AA. see the teachers of the future as thoughtful persons intrinsically motivated to analyse a situation, set goals, plan and monitor actions, evaluate result, and reflect on their own professional thinking
Conceptual framework · Engineering ethics · Faculty Development · Mathematics education · Pedagogy · Professional development · Reflection (computer programming) · Social science · Sociology · Teacher education · Collaborative Teaching and Inclusion · Computer Science · Education and Technology Integration · Engineering · Psychology · Teacher Education and Leadership Studies
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| Obras citantes distintas | 20 |
|---|---|
| Citas por año | 0,67 |
| Intervalo de citas | 1996 - 2025 (30) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 19 |