A Review of Research on Teachers' Subjective Theories: Contributions to the Study of Teacher Education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F17%3A00100092" target="_blank" >RIV/00216224:14410/17:00100092 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.psychologyandeducation.net/pae/2017/12/02/review-research-teachers-subjective-theories-contributions-study-teacher-education-david-cuadra-martinez-pablo-j-castro-petra-vystrcilova-rada-jancic-mogliacci/" target="_blank" >http://www.psychologyandeducation.net/pae/2017/12/02/review-research-teachers-subjective-theories-contributions-study-teacher-education-david-cuadra-martinez-pablo-j-castro-petra-vystrcilova-rada-jancic-mogliacci/</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

A Review of Research on Teachers' Subjective Theories: Contributions to the Study of Teacher Education

Popis výsledku v původním jazyce

The purpose of this study is to present a theoretical review of the main results of studies on Teachers' Subjective Theories (STs), in order to establish the contribution of this research program to studies on teacher education. The study describes a research program devoted to STs and its place within the wider field of teacher education research. The analysis conducted reveals that the most relevant findings of this study include making STs explicit, developing teachers' self-knowledge, complexity, agentivity, epistemology, and changing their subjective theories. The article provides a discussion of the impact of STs on teacher education research and analyzes the limitations of these studies.

Název v anglickém jazyce

A Review of Research on Teachers' Subjective Theories: Contributions to the Study of Teacher Education

Popis výsledku anglicky

The purpose of this study is to present a theoretical review of the main results of studies on Teachers' Subjective Theories (STs), in order to establish the contribution of this research program to studies on teacher education. The study describes a research program devoted to STs and its place within the wider field of teacher education research. The analysis conducted reveals that the most relevant findings of this study include making STs explicit, developing teachers' self-knowledge, complexity, agentivity, epistemology, and changing their subjective theories. The article provides a discussion of the impact of STs on teacher education research and analyzes the limitations of these studies.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Psychology and Education journal

ISSN

0033-3077

e-ISSN

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Svazek periodika

54/2017

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

22

Strana od-do

1-22

Kód UT WoS článku

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EID výsledku v databázi Scopus

2-s2.0-85041224294