Page 36 - Teoriaa ja työkaluja - eNorssi
P. 36
30 Teoriaa ja työkaluja
Grossman, P. L. (1992). Why models matter: An alternate view of professional growth in
teaching. Review of Research in Education 62(2), 171–179.
Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D. C., Cochran-Smith, M. Mc-
Donald, M. & Zeichner, K. (2005). How teachers learn and develop. Teoksessa L. Darling-Ham-
mond, J. Bransford, P. LePage, K. Hammernes & H. Duffy (toim.) Preparing teachers for a
changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass,
358–389.
Hiebert, J., Morris, A.K., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teach-
ing. Journal of Teacher Education 58, 1, 47–61.
Hoekstra, A. & Korthagen F. (2011). Teacher learning in a context of educational change: Infor-
mal learning versus systematically supported. Journal of Teacher Education 62, 76–92.
Huberman, M. (1992). Teacher development and instructional mastery. Teoksessa A. Hargrea-
vers, & M.G. Fullan (toim.) Understanding teacher development. New York, NY.: Teachers Col-
lege Press, 122–142
Korthagen, F. (2017). Inconvenient truths about teacher learning: towards professional deve-
lopment 3.0. Teachers and Teaching: Theory and Practice 23:4, 387–405, DOI:10.1080/135406
02.2016.1211523
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, 77–97. doi:10.1016/j.
tate.2003.10.002
Korthagen, F. A. J. & Kessels, J. P. A. M. (1999). Linking theory and practice: changing the peda-
gogy of teacher education. Educational Researcher 28(4), 4–17.
Korthagen, F. A. J., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking practice
and theory: The pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Erlbaum As-
sociates.
Korthagen, F. A. J., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to en-
hance professional development. Teachers and Teaching: Theory and Practice 11, 47–71.
Luneberg, M., & Korthagen, F. (2009). Experience, theory, and practical wisdom in teaching
and teacher education. Teachers and Teaching: Theory and Practice 15, 2, 225–240
Mansvelder-Longayroux, D. D., Beijaard, D., & Verloop, N. (2007). The portfolio as a tool for
stimulating reflection by student teachers. Teaching and Teacher Education 23, 47–62.
Shulman, L.S. (2004). Professional Development: Learning from experience. Teoksessa Shul-
man, L. The wisdom of practice, essays on teaching, learning, and learning to teach. San Fran-
cisco, CA: Jossey-Bass, 503–520.
Smith, K. (2010). Professional development of teacher educators. Teoksessa E., Baker, G. Mc-
Gaw, & P. Peterson (toim.) International Encyclopedia of Education. Oxford: Elsevier, 681–688.
van Tartwijk, Zwart R., and Wubbels, T. (2017). Developing teachers‘ competences with the
tocus on adaptive expertise in teaching. Teoksessa D.J. Clandin, & J. Husu (toim.) The Sage
handbook of research on teacher education, Vol. 2., 820–835.
Zeichner, K.M. & Liston D.P. (1996). Reflective teaching. Mahwah, NJ.: Lawrence Erlbaum.

