Significant redefinitions
A meta‐analysis of aspects of recent developments in initial teacher education in England and Wales
Bibliographic Data
| ID | 8859368 |
|---|---|
| Authors | D P Gilroy (University of Sheffield, corresponding author) |
| Year | 1997 |
| Volume | 29 |
| Issue | 2 |
| Pages | 102-118 |
| Publication date | 1997-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1111/j.1469-5812.1997.tb00023.x |
| OpenAlex | W1967530239 |
| Language | EN |
| References cited | 25 |
(1997). Significant redefinitions: A meta‐analysis of aspects of recent developments in initial teacher education in England and Wales. Educational Philosophy and Theory: Vol. 29, No. 2, pp. 102-118
Higher education · Pedagogy · Philosophy of education · Political science · Sociology · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Law · Teacher Education and Leadership Studies
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IX.—Essentially Contested Concepts
Policy and Practice in the Professional Development of Teachers
The Democratic Myth
Education for Democracy? A Philosophical Analysis of the National Curriculum
Education and Essential Contestability Revisited
Injustice, Inequality and Ethics
The schools of the minor professions
Quality in Teaching
Philosophical investigations
Alternative Paradigms of Teacher Education
Experience Counts, Theory Doesn't
| Citation velocity | historical |
|---|---|
| Highly cited | No |