Review of Challenging perceptions in primary education: Exploring issues in practice

Autores/as

  • Lisa M. Chang The University of British Columbia

DOI:

https://doi.org/10.14507/er.v23.2159

Biografía del autor/a

Lisa M. Chang, The University of British Columbia

Lisa M. Chang is a PhD candidate in the Department of Language and Literacy Education at the University of British Columbia. Her research focuses on teachers’ multimodal pedagogies for students with learning difficulties. She also teaches courses on literacy instruction and assessment in the Bachelors of Education program.

Citas

Bolster, Jr., A. S. (1983). Toward a more effective model of research on teaching. Harvard Educational Review, 53(3), 294-308.

Clandinin, D. J. (1986). Classroom practice: Teacher images in action. London, UK: The Falmer Press

Clandinin, D. J., & Connelly, F. M. (1986). Rhythms in teaching: The narrative study of teachers' personal practical knowledge of classrooms. Teaching and Teacher Education, 2(4), 377-387.

Darling-Hammond, L., & Lieberman, A. (Eds.). (2013). Teacher education around the world: Changing policies and practices. New York, NY: Routledge.

Goodman, J. (1988). Constructing a practical philosophy of teaching: A study of preservice teachers' professional perspectives. Teaching and Teacher Education, 4(2), 121-137.

Kosnik, C., Rowsell, J., Williamson, P., & Simon, R. (Eds.). (2013). Literacy teacher educators: Preparing teachers for a changing world. Boston, MA: Sense Publishers.

The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-93.

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Publicado

2016-11-30

Cómo citar

Chang, L. M. (2016). Review of Challenging perceptions in primary education: Exploring issues in practice. Reseñas Educativas, 23. https://doi.org/10.14507/er.v23.2159

Número

Vol. 23 (2016)

Sección

Reseñas de libros

Licencia

 

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