Classroom Practice
Teacher Images in Action
Bibliographic Data
| ID | 12009287 |
|---|---|
| Authors | Mark Johnson (0000-0001-6721-2428, corresponding author), Mark William Johnson (0000-0002-1558-4710, corresponding author) |
| Year | 1987 |
| Volume | 17 |
| Issue | 4 |
| Pages | 465-465 |
| Publication date | 1987-01-01 |
| Open Access | No |
| Type | REVIEW |
| Review of | Classroom practice: Teacher Images in Action, D Jean Clandinin, 1986 |
| Venue | Curriculum Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 0362-6784 • E-ISSN: 1467-873X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.2307/1179601 |
| OpenAlex | W1983359435 |
| Language | EN |
| Citations received | 1 |
Action (physics · Mathematics education · Pedagogy · Sociology · Art Education and Development · Literacy, Media, and Education · Psychology
Exploring EFL Teachers' Cognitive Models Through Metaphor Analysis
O Professor de línguas estrangeiras e o seu conhecimento pessoal da prática princípios e metáforas
Innovación y escenas pedagógicas
Who I am in how I teach is the message
Relationships of Knowledge and Practice
Research on teacher's knowledge
Chapter 8
Learning to Become a Second Language Teacher
Narrative inquiry as a mediational space
Continuing to Make Sense of a Narrative Conception of Hope
African-American Teachers' Knowledge of Teaching
Seeking Clarity in Murky Waters
A construção da identidade profissional do técnico-administrativo em educação
Supporting student-teachers in the multicultural classroom
A narrative inquiry into the cultivation of self and identity of three novice teachers in Chinese colleges---through the evolution of an online knowledge community
Renaissance of field placement in Taiwan’s teacher education
Investigating reflective practice in a collective culture
Administrators as Ethnographers
Teachers' Implicit Theories Concerning Questioning
Student Imagery of Practice in Social Work and Teacher Education
Career Trajectories of Urban Teachers
I Just Feel So Guilty
A Study of Language Teachers' Personal Practical Knowledge
Reconceptualizing the Knowledge-Base of Language Teacher Education
Reconfiguring the Past and the Present
Teachers' Maxims in Language Teaching
Navigating Sites for Narrative Inquiry
Controlling Quality and Creating Community
Understanding Preservice Teachers' Perspectives on Diversity
Values in Pedagogical Content Knowledge
Chapter 1
Professional learning of prospective elementary school teachers in supervised training
Educational change and the self
Dilemmas for history teacher educators
The conflicted role of uncertainty in teaching and teacher education
Beginning & graduating student-teachers' beliefs about physical education
Aprendizagens profissionais de acadêmicos de licenciatura em pedagogia em estágio supervisionado
Why Action Research
Teacher Development Partnership Research
Content-Knowledge Acquisition During Undergraduate Teacher Education
Why Is Dissemination So Difficult? The Nature of Teacher Knowledge and the Spread of Curriculum Reform
The Substantive and Symbolic Consequences of a District’s Standards-Based Curriculum
Ethical Dilemmas in Relational Narrative Inquiry With Children
The Imagework Method in Health and Social Science Research
In search of the essence of a good teacher
Teacher Identity and Agency in School Worlds
The Making of a Music
Constructing a Personal Practical Philosophy for Classroom Curriculum
Accounting for Our Accounts
In the classroom, in the corridors and in the boardroom ‐ the professional place of Canada's teachers in future policy making
FE teachers talking about students’ learning
Constructions of professional knowledge among student and practising primary teachers
Fish Jumps Over the Dragon Gate
From starting stories to staying stories to leaving stories
Induction or seduction? Postmodern patterns of preparing to teach
Saberes, tempo e aprendizagem do trabalho no magistério
Critical Reflection in a Social Studies Methods Semester
A Culturally Consonant Tone
The Knower and the Known
The Sociocultural Turn and Its Challenges for Second Language Teacher Education
A Study of Early French Immersion Teachers as Generators of Knowledge
Research on Teaching and Teacher Education and Its Influences on Policy and Practice
Conducting Research on Practice
Significant and Worthwhile Change in Teaching Practice
The Right to Learn and the Advancement of Teaching
Revisiting Voice
Selected Demographics, Attitudes, and Beliefs About Diversity of Preservice Teachers
The Influence of Occupational Socialization on Novice Teachers’ Practical Knowledge, Confidence and Teaching in Physical Education
Munazza's story
The Process of Subject Content Transformation as Examined Through Psychological and Sociological Perspectives
Being and Becoming a Teacher
Building a model of early years professionalism from practitioners’ perspectives
Environmental Education Research in the Classroom
Understanding a Pakistani Science Teacher's Practice Through a Life History Study
Our Academic Sandbox
Educational research as a full participant
Teaching and nurturing
Case studies of second‐career secondary student teachers
Personal signals in spontaneous teaching practice
Fidelity as a criterion for practicing and evaluating narrative inquiry
Time, work, and developmentally appropriate practice
Multicultural education
Conversations with student teachers — enhancing the dialogue of learning to teach
Everything goes smoothly”
Rhythms in teaching
The nature and growth of knowledge in student teaching
Colleagues’ roles in the professional development of teachers
Teacher learners theorizing from practice
A case for the “person” in curriculum deliberation
Data is [G]od”
Emotional ecology
Shattered images
Coming to know in the ‘eye of the storm’
Renaming experience/reconstructing practice
Reflective teaching and teacher education
Teacher knowledge
Teachers’ perceptions of professional identity
Images
Teaching a foreign language
Becoming engaged in inclusive practices
| Highly cited | No |
|---|