1. Members may also deposit reference lists here too.
Allen, J. M., & Wright, S. E. (2014). Integrating theory and practice in the pre-service teacher education practicum. Teachers and Teaching, 20(2), 136-151. [ DOI:10.1080/13540602.2013.848568] 2. Azimi, E., Hatami, J., Fradanesh, H., & Noorozi, O. (2018). Barriers of implementing lesson study in practicum courses to improve the quality of reflection of student teachers. Teacher Education Policy in Europe Network (2018) (pp. 85-86). Braga, Portugal: University of Minho. Retrieved from www.tepe2018.com 3. Azimi, E., Kuusisto, E., Tirri, K., & Hatami, J. (2018). The quality of student teachers' reflection on their practice through the use of guided reflective narrative method. Teacher Education Policy in Europe Network (2018) (pp. 84-85). Braga, Portugal: University of Minho. Retrieved from www.tepe2018.com 4. Clarà, M. (2015). What is reflection? Looking for clarity in an ambiguous notion. Journal of Teacher Education, 66(3), 261-271. [ DOI:10.1177/0022487114552028] 5. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process, Vol. 8. Lexington, MA: D.C. Heath & Co Publishers. 6. Gelfuso, A., & Dennis, D. V. (2014). Getting reflection off the page: The challenges of developing support structures for pre-service teacher reflection. Teaching and Teacher Education, 38, 1-11. [ DOI:10.1016/j.tate.2013.10.012] 7. Hamann, D. T. (2015). The construction and validation of an M-learning framework for online and blended learning environments. Nova Southeastern University. ProQuest Dissertations and Theses, (38), 201. 8. Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48. [ DOI:10.1007/BF02319856] 9. Kim, M. C., & Hannafin, M. J. (2011). Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice. Computers and Education, 56(2), 403-417. [ DOI:10.1016/j.compedu.2010.08.024] 10. Korthagen, F. A. J. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.92.1562 [ DOI:10.4324/9781410600523] 11. ____________. (2016). Pedagogy of teacher education. In J. Loughran, & M. L. Hamilton (Eds.), International handbook of teacher education (pp. 311-346). Springer Singapore. [ DOI:10.1007/978-981-10-0366-0_8] 12. Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22, 1020-1041. [ DOI:10.1016/j.tate.2006.04.022] 13. Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174. [ DOI:10.2307/2529310] 14. La Velle, L. (2013). Masterliness in the teaching profession: Global issues and local developments. Journal of Education for Teaching, 39(1), 2-8. [ DOI:10.1080/02607476.2012.733186] 15. Lee, J., & Jang, S. (2014). A methodological framework for instructional design model development: Critical dimensions and synthesized procedures. Educational Technology Research and Development, 62(6), 743-765. [ DOI:10.1007/s11423-014-9352-7] 16. Lee, J., Lim, C., & Kim, H. (2017). Development of an instructional design model for flipped learning in higher education. Educational Technology Research and Development, 65(2), 427-453. [ DOI:10.1007/s11423-016-9502-1] 17. Lin, X., Hmelo, C., Kinzer, C. K., & Secules, T. J. (1999). Designing technology to support reflection. Educational Technology Research and Development, 47(3), 43-62. [ DOI:10.1007/BF02299633] 18. Marcos, J. M., Sanchez, E., & Tillema, H. H. (2011). Promoting teacher reflection: What is said to be done. Journal of Education for Teaching, 37(1), 21-36. [ DOI:10.1080/02607476.2011.538269] 19. Mattsson, M., Eilertsen, T. V., & Rorrison, D. (2011). What is practice in teacher education? In M. Mattsson, T. V. Eilertsen, & D. Rorrison (Eds.), A practicum turn in teacher education (pp. 1-15). Roterdam: Sense. [ DOI:10.1007/978-94-6091-711-0_1] 20. Nguyen, Q. D., Fernandez, N., Karsenti, T., & Charlin, B. (2014). What is reflection? A conceptual analysis of major definitions and a proposal of a five-component model. Medical Education, 48(12), 1176-1189. [ DOI:10.1111/medu.12583] 21. Nutbrown, S., Higgins, C., Beesley, S. (2016). Measuring the impact of high quality instant feedback on learning. Practitioner Research in Higher Education Journal, 10(1), 130-139. 22. Quinton, S., & Smallbone, T. (2010). Feeding forward: Using feedback to promote student reflection and learning - a teaching model. Innovations in Education and Teaching International, 47(1), 125-135. [ DOI:10.1080/14703290903525911] 23. Reigeluth, C. M. (1983). Instructional design: What is it and why is it? In C. M. Reigeluth (Ed.), Instructional-design theories and models: Vol. 1. An overview of their current status (pp. 3-36). Hillsdale, NJ: Lawrence Erlbaum Associates. [ DOI:10.4324/9780203824283] 24. Richey, R. C. (2005). Validating instructional design models. In J. M. Spector, & D. A. Wiley (Eds.), Innovations in instructional technology: Essays in honor of M. David Merrill (pp. 171-185). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. 25. Richey, R. C., & Klein, J. D. (2009). Design and development research. New York: Routledge. 26. Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. 27. Tracey, M. W., & Richey, R. C. (2007). ID model construction and validation: A multiple intelligences case. Educational Technology Research and Development, 55(4), 369-390. [ DOI:10.1007/s11423-006-9015-4] 28. Zeichner, K. M. (1996). Designing educative practicum experiences for prosepctive teachers. In K. Zeichner, S. Melnick, & M. L. Gomez (Eds.), Currents of reform in preservice teacher education (pp. 215-234). New York: Teachers College Press.
|