Key word "teacher education."

Publications Found: 26 · Show All Abstracts

Bauersfeld H. (1998) Remarks on the education of elementary teachers. In: Larochelle M., Bednarz N. & Garrison J. (eds.) Constructivism in education. Cambridge University Press, New York NY: 213–232.
Black A. & Ammon P. (1992) A developmental-constructivist approach to teacher education. >Journal of Teacher Education</a> 43(5): 323–335.
Bonello C. & Scaife J. (2009) PEOR – engaging students in demonstrations. Journal of Science and Mathematics Education in South East Asia 32(1): 62–84.
Broderick J. & Hong S. B. (2011) Introducing the cycle of inquiry system: A reflective inquiry practice for early childhood teacher development. Early Childhood Research & Practice 13(2). Fulltext at
Condon M. W. F., Clyde J. A., Kyle D. W. & Hovda R. A. (1993) A constructivist basis for teaching and teacher education: A framework for program development and research on graduates. >Journal of Teacher Education</a> 44(4): 273–278.
Drudy S., Gash H., Lynch K., Lavin P., Moles, Lane C., Ganly M., Forgarty C., O’Flynn G. & Dunne A. (1991) Integrating equal opportunities in the curriculum of teacher education 1988–1991: TENET Programme Dissemination Phase. Irish Educational Studies 10(1): 271–289. Fulltext at
Duit R. (1995) Zur Rolle der konstruktivistischen Sichtweise in der naturwissenschaftsdidaktischen Lehr- und Lernforschung. Zeitschrift für Pädagogik 41(5): 905–923. Fulltext at
Fox R. (2001) Constructivism examined. Oxford Review of Education 27(1): 23–35. Fulltext at
Glasersfeld E. von & Lochhead J. (1995) La formation d’une communauté scientifique à l’age de l’électronique. In: Giordan A., Martinand J.-L. & Raichvarg D. (eds.) Que savons-nous des savoirs scienitifiques et techniques? Proceedings of the 17th international meeting on communication, education, and the scientific and industrial cultures, 1995. Centre Jean Franco, Chamonix: 47–50. Fulltext at
Gordon M. (2009) The misuses and effective uses of constructivist teaching. Teachers and Teaching: Theory and Practice 15: 737–746.
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