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学习型课程:教师继续教育课程的应然取向 被引量:1

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作者 李军靠
机构地区 延安大学
出处 《中国成人教育》 北大核心 2004年第4期33-35,共3页 China Adult Education
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  • 1[1]Schon, D. The Reflective practitioner. New York:Basic Books, 1983.
  • 2[2]Schon, D. Educating the reflective practitioner.San Francisco: Jossey-Bass, 1983.
  • 3[3]Paris, C. Teacher agency and curriculum making in classroom. New Youk: Teacher's College Press, 1993. 149.
  • 4[4]Lytle, S. & Cochran-Smith, M. Learning from teacher research: a working typology, Teachers College Record, 1990, 92(1): 83.
  • 5[5]Zeichner, K., & Liston, D. Reflective teaching. an introduction, Lawrence Erlbaum Associates Publishers, 1996.6.
  • 6[6]Osterman, K. & Kottkamp, R. Practice for educators improving schooling through professional development. Corwin Press Inc.1993.
  • 7[7]Rosenholtz, S. J. Teachers' workplace: the social organization of schools. New York: Longman,1989. 4.
  • 8[8]Gutmann, A. Democratic education. Princeton, N.J.: Princeton University Press, 1987.
  • 9[1]Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing,and mathematics.
  • 10[2]Hilary McLellan. Ed. (1996). Situated Learning Perspectives. Educational Technology Publications.

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