Uppeldi og menntun - 01.07.2013, Blaðsíða 30
Uppeldi og menntUn/icelandic JoUrnal of edUcation 22(2) 201330
leiðsögn kennaranema – stefnUr og straUmar
Edwards, A. (2009). Becoming a teacher: A sociocultural analysis of initial teacher
education. Í H. Daniels, H. Lauder og J. Porter (ritstjórar), Educational theories, cult-
ures and learning: A critical perspective (bls 153–164). London: Routledge.
Edwards, A. og D’Arcy, C. (2004). Relational agency and disposition in sociocultural
accounts of learning to teach. Educational Review, 56(2), 147–155.
Edwards, A., Gilroy, P. og Hartley, D. (2002). Rethinking teacher education: Collaborative
responses to uncertainty. London: RoutledgeFalmer.
Edwards, A. og Mutton, T. (2007). Looking forward: Rethinking professional learning
through partnership arrangements in initial teacher education. Oxford Review of
Education, 33(4), 503–519.
Edwards, A. og Protheroe, L. (2004). Teaching by proxy: Understanding how mentors
are positioned in partnerships. Oxford Review of Education, 30(2), 183–197.
European Commission. (2010). Developing coherent and system-wide induction pro-
grammes for beginning teachers: A handbook for policymakers . European Commission:
Staff working document SEC.
Feiman-Nemser, S. og Buchmann, M. (1987). When is student teaching teacher educa-
tion? Teaching and Teacher Education, 3(4), 255–273.
Gjems, L. (2007). Meningsskaping i veiledning. Í T. Kroksmark og K. Åberg (ritstjórar),
Veiledning i pedagogisk arbeid (bls. 153–169). Bergen: Fagbokforlaget.
Greeno, J. G. (1998). The situativity of knowing, learning and research. American
Psychologist, 53(1), 5–26.
Handal, G. (2007). Veilederen – guru eller kritisk venn? Í T. Kroksmark og K. Åberg
(ritstjórar), Veiledning i pedagogisk arbeid (bls. 23–33). Bergen: Fagbokforlaget.
Handal, G. og Lauvås, P. (1983). På egne vilkår: En strategi for veiledning med lærere. Ósló:
Cappelen.
Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Educa-
tion, 14(8), 835–854.
Hargreaves, A. (2007). Sustainable professional learning communities. Í L. Stoll og K.
S. Louis (ritstjórar), Professional learning communities: Divergence, depth and dilemmas
(bls. 181–195). Maidenhead: Open University Press.
Hargreaves, A. og Fullan, M. (2000). Mentoring in the new millennium. Theory into
Practice, 39(1), 50–56.
Háskóli Íslands, Menntavísindasvið. (2012). Vefur vettvangsnáms. Sótt af http://
vefsetur.hi.is/vettvangsnam/
Hennissen, P., Crasborn, F., Brouwer, N., Korthagen, F. A. J. og Bergen, T. (2008). Mapp-
ing mentor teachers’ roles in mentoring dialogues. Educational Research Review, 3(2),
168–186.
Hobson, A. J., Ashby, P., Malderez, A. og Tomlinson, P. D. (2009). Mentoring beginning
teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1),
207–216.
Hoy, A. W. og Spero, R. B. (2005). Changes in teacher efficacy during the early years
of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4),
343–356.