References
- Boud, D., Keough, R., & Walker, D. (1985). Promoting reflection in learning: A model. In D. Boud, R. Keogh, & D. Walker (Eds.), Reflection: Turning experience into learning(pp.18-40). London: RoutledgeFalmer.
- Chang, J., Park, J., & Song, J. (2014). Features of the sociocultural context of science subject teacher's experiment classes in elementary school. Elementary Science Education, 33(2), 217-230. https://doi.org/10.15267/keses.2014.33.2.217
- Cho, D. (2006). A study on three approaches to the teacher's reflection. Korean Journal of Educational Research, 44(2), 105-133.
- Cho, D., Kwak, D., & Jin, S. (2008). Student Teachers' Journal Writing about their Field Experiences for the Improvement of the Level of their Reflective Thinking. Korean Journal of Educational Research, 46(1), 231-259.
- Chung, A., Maeng, S., Lee, S., & Kim, C. (2007). Pre-service Science Teachers' Areas of Practice Concern and Reflections on the Science Classes in Student-Teaching. Journal of the Korean Association for Science Education, 27(9), 893-906.
- Davis, E. A. (2006). Characterizing productive reflection among preservice elementary teachers: Seeing what matters. Teaching and Teacher Education, 22, 281-301. https://doi.org/10.1016/j.tate.2005.11.005
- Edwards, A. (2008). Activity theory and small-scale interventions in schools. Journal of Educational Change, 9, 375-378. https://doi.org/10.1007/s10833-008-9085-7
- Engestrom, Y. (1987). Learning by Expanding: An Activity-Theoretical Approach to Developmental Research. Helsinki: Orienta-Konsultit.
- Engestrom, Y & Sannio, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5, 1-24. https://doi.org/10.1016/j.edurev.2009.12.002
- Freese, A. R. (1999). The role of reflection on preservice teachers' development in the context of a professional development school. Teaching and Teacher Education, 15, 895-909. https://doi.org/10.1016/S0742-051X(99)00029-3
- Han, M., Yang, C., & Noh, T. (2014). An understanding of the performance of teaching in a science museum: a case study using the CHAT. Journal of the Korean Association for Science Education, 34(1), 33-42. https://doi.org/10.14697/jkase.2014.34.1.1.0033
- Hatton, N., & Smith, D. (1995). Reflection in teacher education: towards definition and implementation. Teaching & Teacher Education, 11(1), 33-49. https://doi.org/10.1016/0742-051X(94)00012-U
- Hwang, S., & Kim, N. (2014). Analyzing Practicum Activity from the Perspective of Cultural Historical Activity Theory. The Journal of Korean Teacher Education, 31(1), 141-170
- Im, S., & Martin, S. N. (2014). The Meaning and Significance of Cogenerative Dialogue in Research and Practice in the context of Science Education in Korea. Journal of Learner-Centered Curriculum and Instruction, 14(3), 17-43.
- Jenkins J. M., & Veal, M. L. (2002). Preservice Teachers' PCK Development During Peer Coaching. Journal of Teaching in in Physical Education, 22, 49-68.
- Jeong, J., & Lee, E. (2013). An analysis of teaching and learning activites in life science classes based on cultural-historical activity theory. Biology Education, 41(3), 446-458. https://doi.org/10.15717/bioedu.2013.41.3.446
- Jonassen, D. H. (2002). Learning as activity. Educational Technology, 42(2), 45-51.
- Karkkainen, M. (1999). Teams as breakers of traditional work practices: A longitudinal study of planning and implementing curriculum units in elementary school teacher teams. Academic dissertation of the Department of Education, University of Helsinki.
- Kim, H,, Hong, H., & Hong, J. (2013). The Influence of Reflective Thinking Facilitation Program on Reflection Areas and Levels in Pre-Service Science Teachers' Teaching Practice. Journal of the Korean Association for Science Education, 27(9), 893-906.
- Kim, H., Hong, H., & Jeon, H. (2010). A Study on the Improvement of Teaching Competence of Pre-service Science Teachers based on the Teaching Evaluation and Reflective Journal Writings on Science Class. Journal of the Korean Association for Science Education, 30(6), 836-849.
- Kim, N. & Hwang, S. (2013). Exploring in-service teaching professionalism development activities: from the perspective of cultural historical activity theory. The Jouranl of Korean Teacher Education, 30(4), 163-188.
- Kwak. D., Jin, S., & Cho, D. (2007). A Study on the Characteristics of Korean Student Teachers' Reflection on their Practical Experiences during the Practicum. Korean Journal of Educational Research, 45(4), 195-223.
- Lane, R., McMasterb, H., Adnuma, J., & Cavanagha M. (2014). Quality reflective practice in teacher education: a journey towards shared understanding. Reflective Practice, 15(4), 481-494. https://doi.org/10.1080/14623943.2014.900022
- Lee, H. (2005). Understanding and assessing preservice teachers' reflective thinking. Teaching and Teacher Education, 21. 99-15. https://doi.org/10.1016/j.tate.2005.05.007
- Lee, H., & Chung, K. (2013). Understanding science teacher's teaching of socioscientific issues: using cultural-historical activity theory as an analytical lens. Journal of Learner-Centered Curriculum and Instruction, 13(5), 413-433.
- Lee, J. (2010). The Patterns and Characteristics of Preservice Elementary Teachers' Reflection in Reflective Journal Writing. Elementary Science Education, 29(3), 378-388.
- Loughran, J. (2002). Effective reflective practice: in search of meaning in learning about teaching, Journal of Teacher Education, 53(1), 33-43. https://doi.org/10.1177/0022487102053001004
- Luttenberg, J., & Bergen, T. (2008). Teacher reflection: the development of a typology. Teachers and Teaching: theory and practice, 14(5-6), 543-566. https://doi.org/10.1080/13540600802583713
- Maurer, M., & Githens, R. P. (2010). Toward a re-framing of action research for human resource and organization development: Moving beyond problem solving and toward dialogue. Action Research Journal, 8(3), 267-292. https://doi.org/10.1177/1476750309351361
- Mwanza, D., & Engestrom, Y. (2003) Pedagogical Adeptness in the Design of E-learning Environments: Experiences from the Lab@Future Project. Proceedings of E-Learn 2003 International Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education, Phoenix, AR.
- Park, M., Lee, J., Lee, G., & Song, J. (2007). Conceptual Definition and Types of Reflectiv Thinking on Sciecne Teaching: Focus on the Pre-service Science Teachers. Journal of the Korean Association for Science Education, 27(1), 70-83.
- Schon, D. (1987). A review of Educating the Reflective Practitioner. San Francisco: Jossey-Bass
- Shim, H, Ryu, K., Lee, E., .Jeon, S., & Hwang, S. (2013). Features in Pre-Service Teachers' Reflective Discussion on their Practical Work-Based Teaching. Journal of the Korean Association for Science Education, 33(5), 911-931. https://doi.org/10.14697/jkase.2013.33.5.911
- Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.2307/1175860
- Seo, K. (2005). Reflection and practice: on the professional development. The Jouranl of Curriculum Studies, 23(2), 285-310.
- Tobin, K. (2006). Learning to teach through coteaching and cogenerative dialogue. Teaching Education, 17(2), 133-142. https://doi.org/10.1080/10476210600680358
- van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum 1nquiry, 6(3),205-228. https://doi.org/10.2307/1179579
- Yoon, H. (2012). Analysis of Pre-service Elementary Teachers'Reflection on Their Science Teaching in Terms of Productive Reflection. Journal of the Korean Association for Science Education, 32(4), 703-716. https://doi.org/10.14697/jkase.2012.32.4.703
- Yoon, H. (2013). Facilitating Productive Reflection of Pre-service Elementary Teachers through Reflective Journal Writing and Discussion about Science Peer Teaching Practice. Elementary Science Education, 32(2), 113-126.
- Yukawa, J. (2006). Co-reflection in online learning: Collaborative critical thinking as narrative. Computer-Supported Collaborative Learning, 1, 203-28. https://doi.org/10.1007/s11412-006-8994-9
- Zeichner, K. M, & Liston, D. P. (1987). Teaching student teachers to reflect. Harvard educational Review, 56(1), 23-48.
Cited by
- 예비과학교사의 교육실습에 대한 내러티브 탐구를 통한 순환적 반성의 특징 탐색 vol.45, pp.4, 2017, https://doi.org/10.15717/bioedu.2017.45.4.587
- Analyzing the Growth of a Pre-Service Science Teacher Community through the Lens of Cultural Historical Activity Theory: The Case of a Three-Year Voluntary Science Teaching Program vol.14, pp.4, 2015, https://doi.org/10.29333/ejmste/81810
- '모두를 위한 과학교육'을 실현하기 위한 과학 학습 정체성에 대한 사회문화적 접근 연구 동향 분석 vol.38, pp.2, 2015, https://doi.org/10.14697/jkase.2018.38.2.187