Tímarit um menntarannsóknir - 01.01.2004, Page 164
162
Guðjónsson, H. (1991). Raungreinar- til
hvers? Ný menntamál, 2. tbl. 9. árg., 14
-22.
Gudjonsson, H. (2002). Teacher learning and
language: A pragmatic self-study. An
unpublished doctoral thesis. University of
British Columbia, Canada.
Guyton, E. & Mclntyre, D.J. (1990). Student
teaching and school experience. í W.R.
Houston, M. Haberman and J. Sikula
(Ritstj.), Handbook of Researcli on
Teacher Education. Macmillan Publishing
Company.
Korthagen, F.A.J. & Kessels, J. P. A. M.
(1999). Linking theory and practice:
Changing the pedagogy of teacher
education. Educational Researcher, 28(4),
4- 17.
Lave, J. & Wenger, E. (1991). Situated
learning. Legitimate periplieral
participation. Cambridge: Cambridge
University Press.
Lave, J. (1988). Cognition in practice: Mind,
mathematics, and culture in everyday life.
Cambridge: Cambridge University Press.
Lave, J. (1996). Teaching, as leaming, in
practice. Mind, Culture, and Activity: An
International Journal, 3(3), 149 - 163.
Putnam, R. T & Borko, H. (2000). What do
new views of knowledge and thinking
have to say about research on teacher
learning? Educational Researcher, 29 (1),
4-15.
Rorty, R. (1979). Philosophy and the mirror
ofnature. Princeton University Press.
Rorty, R. (1989). Contingency, irony, and
solidarity. Cambridge: Cambridge
University Press.
Rorty, R. (1998). Truth and progress.
Philosophical papers. Völume 3.
Cambridge: Cambridge University Press.
Rorty, R. (1999). Philosophy and social liope.
London: Penguin Books.
Vygotsky, L.S (1978). Thought and language.
Cambrigde. MA: Harward University
Press.
Wertsch, J.V. (1991). Voices ofthe mind.
A sociocultural approach to mediated
action. London: Harvester Wheatsheaf.
Wideen, M., Mayer-Smith, J. & Moon, B.
(1998). A critical analysis of the research
on learning to teach: Making the case
for an ecological perspective on inquiry.
Review of educational research, 68(2),
130- 178.
Zeichner, K. (1987). The ecology of field
experience: Toward an understanding of
the role of field experiences in teacher
development. í M. Haberman & J. M.
Backus (Ritstj.), Advances in teacher
education, 3, 94-117. Norwood, NJ:
Ablex.
Richardson, V. (1996). The role of attitude
and beliefs in learning to teach. In J.
Sikula, T. Buttery, & E. Guyton (Ritstj.),
Handbook of research on teacher
education (2. útg.,102 - 119). New York:
Macmillan
Tímarit um menntarannsóknir, 1. árgangur 2004