Page 161 - Empowering pre-service teachers through inquiry - Lidewij van Katwijk
P. 161

                                Cochran-Smith, M., & Lytle, S. L. (1999). The teacher research movement: A decade later. Educational researcher, 28(7), 15-25.
Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York: Teachers College Press.
Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. Routledge.
Cooney, M. H., Buchanan, M., & Parkinson, D. (2001). Teachers as researchers: Classroom inquiry initiatives at undergraduate and graduate levels in early childhood education. Journal of Early Childhood Teacher Education, 22, 151–159.
Creemers, B., Kyriakides, L., & Antoniou, P. (2012). Teacher professional development for improving quality of teaching. Springer Science & Business Media.
Creswell, J. W. (2016). Reflections on the MMIRA: The future of mixed methods task force report. Journal of Mixed Methods Research, 10(3), 215–219.
Creswell, J. W. (2014). A concise introduction to mixed methods research. Sage Publications.
Dana, N. F., & Yendol-Hoppey, D. (2019). The reflective educator’s guide to classroom research: Learning to teach and
teaching to learn through practitioner inquiry. Thousand Oaks, CA: Corwin Press.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3),
Darling-Hammond, L. (2017) Teacher education around the world: What can we learn from international
practice? European Journal of Teacher Education, 40(3), 291-309.
Darling-Hammond, L., Hammerness, K., Grossman, P. L., Rust, F., & Shulman, L. (2005). The design of teacher education programs. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 390–441). San Francisco: Jossey-Bass.
Day, C. (1999). Developing teachers: The challenges of lifelong learning. Philadelphia: Psychology Press.
Dobber, M., Akkerman, S. F., Verloop, N., & Vermunt, J. D. (2012). Student teachers’ collaborative research: Small-
scale research projects during teacher education. Teaching and Teacher Education, 28(4), 508-617.
Dunn, M., Harrison, L. J., & Coombe, K. (2008). In good hands: Preparing research-skilled graduates for the early
childhood profession. Teaching and Teacher Education, 24(3), 703-714.
Earl, L. M., & Katz, S. (Eds.). (2006). Leading schools in a data-rich world: Harnessing data for school improvement.
Thousand Oaks, CA: Corwin Press.
Elm, A., & Nordqvist, I. (2019). The research circle-a tool for preschool teachers’ professional learning and
preschool development. European Journal of Teacher Education, 42(5), 621-633.
Elliott, J. (2004). Using research to improve practice: The notion of evidence based practice. In C. Day & J. Sachs (Eds.), International handbook on the continuing professional development of teachers (pp. 264–90). Maidenhead, UK: Open University Press.
Ermeling, B. A. (2010). Tracing the effects of teacher inquiry on classroom practice. Teaching and teacher education, 26(3), 377-388.
Esposito, J., & Smith, S. (2006). From reluctant teacher to empowered teacher-researcher: One educator’s journey toward action research. Teacher Education Quarterly, 33(3), 45-60.
European Commission. (2018). The European qualifications framework: supporting learning, work and cross-border mobility. Luxembourg: EU Publications.
European Union. (2016). Comparative analysis of the Australian Qualifications Framework and the European Qualifications Framework: Joint technical report, EU Publications. doi: 10.2767/89997
Field, A.P. (2018). Discovering statistics using IBM SPSS statistics (5th Edition). London: Sage.
Fishbein, M., & Ajzen, I. (2011). Predicting and changing behavior: The reasoned action approach. Psychology press.
New York, NY: Taylor & Francis.
Flores, M. A. (2018). Linking teaching and research in initial teacher education: Knowledge mobilisation and
research-informed practice. Journal of Education for Teaching, 44(5), 621-636.
Friese, S. (2014). Qualitative data analysis with ATLAS.ti. Thousand Oaks, CA: Sage.
Fuller, F. F. 1969. “Concerns of Teachers: A Developmental Conceptualization.” American Educational Research Journal 6 (2): 207–226.

   159   160   161   162   163