Developing teacher-researchers: a review of two handbooks
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Crawford, K., & Adler, J. (1996). Teachers as researchers in mathematics education. In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & C. Laborde (Eds.), International handbook of mathematics education (pp. 1187–1205). Dordrecht: Kluwer Academic Publishers.
Isoda, M., Miyakawa, T., Stephens, M., & Ohara, Y. (Eds.). (2007). Japanese lesson study in mathematics: Its impact, diversity and potential for educational improvement. Singapore: World Scientific Publishers.
Queen’s University, Faculty of Education (1996a, August 4–8). Self -study of teacher education practices: Home page. Herstmonceux Conference, Herstmonceux Castle, International Study Centre of Queen’s University, Kingston, Ontario. Accessed on 1 June 2009 from http://educ.queensu.ca/~ar/castle.htm .
Queen’s University, Faculty of Education (1996b, August 4–8). Self -study of teacher education practices: Professional development of teacher-researchers. Herstmonceux Conference, Herstmonceux Castle, International Study Centre of Queen’s University, Kingston, Ontario. Accessed on 1 June 2009 from http://project.pdtr.eu/pages/stuff/work_plan.php .
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Avebury, UK: Aldershot Hants.
Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann Educational.