Page 35 - Teoriaa ja työkaluja - eNorssi

ohjatun harjoittelun kehittämiseen 29

Lähteet

Bohle Carbonell, K., Stalmeijer, R.E., Könings, K.D., Segers, M., & van Merenboer, J.J.G. (2014).
How experts deal with novel situations: A review of adaptive expertise. Educational Research
Review 12(1), 14–29.

Bransford, J., Derry, S., Berliner, D.C., Hammerness, K., & Beckett, K.L. (2005). Theories of
learning and their roles in teaching. Teoksessa L. Darling-Hammond, J. Barnsford, P. LePage,
K. Hammerness, & H. Duffy (toim.), Preparing teachers for a changing world: What teachers
should learn and be able to do. San Francisco: Josey-Bass, 40–88.

Bronkhorst, L.H., Meijer, P.C., Koster, B., & Vermunt, J.D. (2014). Deliberate practice in teacher
education. European Journal of Teacher Education 37(1), 18–34.

Burn, K., Hagger, H., Mutton, T., & Everton, T. (2000). Beyond concerns with self: The sophis-
ticated thinking of beginning student teachers. Journal of Education for Teaching 26(3), 259–
278.

Conway, P.F. & Clark, C.M. (2003). The journey inward and outward: a re-examination of
Fuller’s concerns-based model of teacher development. Teaching and Teacher Education 19,
465–482

Dall’Alba, G. & Sandberg, J. (2006). Unveiling professional development: A critical review of
stage models. Review of Educational Research 76 (3), 383–412.

Day, C. (2012). New lives of teachers. Teacher Education Quarterly. Winter 2012, 7–26.

Day, C. & Gu, Q. (2007). Variations in the conditions for teachers’ professional learning and
development: sustaining commitment and effectiveness over a career. Oxford Review of Edu-
cation 33 (4), 423–443.

Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers matter: Connecting
lives, work and effectiveness. New York: McGraw Hill.

Dreyfus H., L. & Dreyfus, S., E. (1986). Mind over machine the power of human intuition and
expertise in the era of the computer. Oxford: Basil Blackwell.

Engeström, Y. & Miettinen, R. (1999). Introduction. Teoksessa Y. Engeström, R. Miettinen &
R. Punamaki (toim.) Perspectives on activity theory. Cambridge: Cambridge University Press,
1–16.

Ericsson, K.A. (2006). The influence of experience and deliberate practice on the development
of expert performance. Teoksessa K.A. Ericsson, N. Charness, P.J. Feltovich, & R.R. Hoffman
(toim.) The Cambridge handbook of expertise and expert performance. New York: Cambridge
University Press, 683–704.

Fuller, F. F. & Bown, O.H. (1975). Becoming a teacher. Teoksessa K. Ryan (toim.) Teacher educa-
tion (74th Yearbook of the National Society of Education. Chicago: University of Chicago Press,
25–52.

Fuller, F. F., Pilgrim, G. H., & Freeland, A. M. (1967). Intensive individualization of teacher pre-
paration. Teoksessa B. L. Taylor (toim.) Mental health and teacher education (46th Yearbook
of the Association for Student Teaching. Dubuque, IA: Wm. C. Brown, 151–187.

Gore, J. M., & Zeichner, K. M. (1991). Action research and reflective teaching in pre-service
teacher education. Teaching and Teacher Education 7(2), 119–136.