Session Information
SES F8, Pre Conf Parallel Session
Contribution
Method
Expected Outcomes
References
Bodzin, A. M. & Beerer, K.M. (2003). Promoting inquiry-based science instruction: the validation of the science teacher inquiry rubric. Journal of Elementary Science Education, 15 (2). Brophy, J. (Eds) (2004). Using video in teacher education. ELSEVIER Ltd. Korthagen, F.A.J., & Kessels, J.P.A.M. (1999). Linking theory and practice: changing the pedagogy of teacher education. Educational Researcher 28(4), 4-17. Korthagen, F, Lagerwerf, B. (1996), "Reframing the relationship between teacher thinking and teacher behavior: levels in learning about teaching", Teachers and Teaching: Theory and Practice, 2(2), 161-190. Korthagen, F.A.J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97. Lampert, M. & Ball, D. (1998) Teaching, multimedia and mathematics: investigations of real practice. NY: Teacher's College Press. Luft, J. A. & Roehrig, G. H. (2007). Capturing science teachers’ epistemological beliefs: the development of the teacher beliefs interview. Electronic Journal of Science Education, 11(2), 38-63. Rosaen, C. L. (2002). Designing and using hypermedia materials to investigate language use in a culturally diverse classroom. Journal of Educational Multimedia and Hypermedia. 11 (2), pp. 155-175. Norfolk, VA: AACE. Rosaen C.L., Degan, C., VanStratt, T., & Zietlow, K. (2004). Designing a virtual K-2 classroom literacy tour: Learning together as teachers explore “best practice”. In: J. Brophy (Ed), Using video in teacher education, Elsevier, Amsterdam, pp. 169–199. Schepens, A. (2005). A study of the effect of dual learning routes and partnerships on students’ preparation for the teaching profession. Doctoral dissertation of Ghent University. Schon, D. A. (1983). The reflective practitioner: how professional think in action. New York: Basic Books. Spiro, R. J., & Jehng, J. (1990). Cognitive flexibility, random access instruction, and hypertext: theory and technology for the nonlinear and multi-dimensional traversal of complex subject matter. Nix, D. & Spiro, F. J. (eds.) The “Handy” Project. New Directions in Multimedia Instruction. Hillsdale. NJ: Lawrence Erlbaum, 201. Stein, M., Smith, M., & Silver, E. (1999). The development of professional developers: Learning to assist teachers in new settings. Harvard Educational Review, 69(3), 238-269. Taylor P.C., Fraser, B.J. & Fisher, D. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27, 293–302. Wilson, S., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: an examination of research on contemporary professional development. Review of Research in Education, 24, 173-209. Yamagata-Lynch, L.C. (2003). How a technology professional development program fit into the work lives of teachers. Teaching and Teacher Education, 19(6), 591-607. Yocam, K. (1996). Teacher-centered staff development for integrating technology into classrooms. T.H.E. Journal, 24(4), 88-91. Warwick, P., Wilson, E. & Winterbottom, M. (Eds) (2006). Teaching and Learning Primary Science with ICT. Open University Press. Ward, H. (2008). The use and abuse of ICT. In Ward, H., Roden, J., Hewlett, C. & Foreman J. Teaching science in the primary classroom. SAGE.
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