Uppeldi og menntun - 01.07.2013, Blaðsíða 31
Uppeldi og menntUn/icelandic JoUrnal of edUcation 22(2) 2013 31
ragnHildUr BJarnadÓttir
Ingólfur Ásgeir Jóhannesson. (1999). Sérhæfð þekking kennara. Uppeldi og menntun,
8, 71–89.
Kennaraháskóli Íslands. (2007). Kennsluskrá Kennaraháskólans 2007–2008. Reykjavík:
Kennaraháskóli Íslands. Sótt af https://ugla.hi.is/kennsluskra/index.php?tab=
skoliogchapter=contentogid=-2007
Klette, K. (2002). Reform policy and teacher professionalism in four Nordic countries.
Journal of Educational Change, 3(3–4), 265–282.
Korthagen, F. A. J. (1985). Reflective teaching and pre-service teacher education in the
Netherlands. Journal of Teacher Education, 36(5), 11–15.
Korthagen, F. A. J. (1992). Techniques for stimulating reflection in teacher education
seminars. Teaching and Teacher Education, 8(3), 265–274.
Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more
holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97.
Korthagen, F. A. J. (2010). Situated learning theory and the pedagogy of teacher educa-
tion: Towards an integrative view of teacher behavior and teacher learning. Teach-
ing and Teacher Education, 26(1), 98–106.
Korthagen, F. A. J. og Kessels, J. P. A. M. (1999). Linking theory and practice: Changing
the pedagogy of teacher education. Educational Researcher, 28(4), 4–17.
Krejsler, J., Laursen, P. F. og Ravn, B. (2004). Folkeskolelærernes professionaliser-
ing. Í L. Moos, J. Krejsler og P. F. Laursen (ritstjórar), Relationsprofessioner: Lærere,
pædagoger, sygeplejersker, sundhedsplejersker, socialrådgivere og mellemledere (bls. 59–97).
Kaupmannahöfn: Danmarks Pædagogiske Universitetsforlag.
Laursen, P. F. (2004). Den autentiske lærer: Bliv en god og effektiv underviser – hvis du vil.
Kaupmannahöfn: Gyldendal.
Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture and Activity, 3(3), 149–
164.
Lave, J. og Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cam-
bridge: Cambridge University Press.
Le Cornu, R. (2005). Peer mentoring: Engaging pre-service teachers in mentoring one
another. Mentoring and Tutoring, 13(3), 355–366.
Le Cornu, R. (2009). Building resilience in pre-service teachers. Teaching and Teacher
Education, 25(5), 717–723.
Le Cornu, R. og Ewing, R. (2008). Reconceptualising professional experiences in pre-
service teacher education … reconstructing the past to embrace the future. Teaching
and Teacher Education, 24(7), 1799–1812.
Lindgren, U. (2005). Experiences of beginning teachers in a school-based mentoring
program in Sweden. Educational Studies, 31(3), 251–263.
Markus, H., Cross, S. og Wurf, E. (1990). The role of self system in competence.
Í R. J. Sternberg og J. Kolligian (ritstjórar), Competence considered (bls. 205–225). New
Haven: Yale University Press.
Masten, A. S., Best, K. M. og Garmezy, N. (1990). Resilience and development: Con-
tributions from the study of children who overcome adversity. Development and
Psychopathology, 2(4), 425–444.