參考書目
一、 中文部份
尤正成（民84）。關於函數教學的數學知識----以國中數學實習教師為
例。國立彰化師範大學科學教育研究所碩士論文，未出版。
王秋絨（民75）。教師社會化理論及其在師資培育上的應用。載於郭為藩
編當代教育理論與實際（頁697-759）。臺北：五南。
王秋絨（民80）。批判教育論在我國教育實習制度規劃上的意義。台北：
師大書苑。
毛連塭、湯梅英（民82）。師範學院學生學習滿意及結業生任教意願之調
查研究。教育研究資訊雙月刊，一卷二期，頁34-42。
王瑞賢（民85）。追求安靜的教室生活？－－教師潛在教育學之分析。教育研究資訊雙月刊，四卷四期，頁1－12。
方德隆（民85）。威爾斯「美麗島」小學之研究經驗。載於黃政傑主編之
質的教育研究：方法與實例（頁219-250）。台北：漢文。
汪履維（民84）。在師資養成教育中應用「案例法」與「自傳法」的經
驗。發表於國立臺灣師大學教育研究中心承辦「師資培育理論與實
際」學術研討會。
李錦旭譯（民76）。教育社會學理論。台北：桂冠。
何秋蘭（民86）。師院生在集中實習期間實際知識運作之個案研究。國立屏東師範學院學報，10卷，頁37-62。
何雲光、何啟照、王瑞賢、王慧蘭（民85）。國小教師班級經營策略之俗民誌研究。教育研究資訊雙月刊，四卷四期，頁49-63。
吳宜玲（民82）。初任生物教師專業知能成長之詮釋性研究。國立台灣
師範大學生物教育研究所碩士論文，未出版。
林生傳（民82）。實習教師的困擾問題與輔導研究。教育學刊，第10期，頁33-103。
林生傳（民83）。教育社會學。高雄：復文。
杜美智（民86）。國小社會科教師課程決定之研究。國立花蓮師範學院國
民教育研究所碩士論文，未出版。
林清江（民72）。我國師範教育的現況與未來。載於中國比較教育學會世
界師範教育改革動向（頁1-15）。臺北：幼獅文化事業公司。
林俊宏（民86）。國中生物實習教師學科教學知識之探究。國立彰化師範
大學科學教育研究所碩士論文，未出版。
金樹人（民78）。師大學生輔導需求之研究。國立台灣師範大學學生輔
導中心，輔導研究，第10輯。
邱憶惠（民85）。國小音樂教師學科教學知識之個案研究。國立台中師範
學院國民教育研究所碩士論文，未出版。
段曉林（民84）。探究職前化學教師學科知識、教學知識與學科教學知
識發展之個案研究。行政院國家科學委員會專題研究計畫成果報告：
NSC 83-0111-S-018-004。
高敬文（民81）。未來教育的理想與實踐。臺北：心理。
高敬文（民82）。以真情與人在生活中對話。教育研究雙月刊，31期，頁
36-45。
高敬文（民85）。質化研究方法論。台北：師大書苑。
高強華（民77）。教師生涯發展及其影響因素之研究。國立臺灣師範大
學教育研究所集刊，第30輯，頁113-133。
高強華（民81）。教師社會化研究及其在師資培育上的意義。載於中華民
國師範教育學會主編之教育專業（頁53-88）。台北：師大書苑。
高榮成（民83）。化學實習教師學科教學知識發展之探究。國立彰化師範
大學科學教育研究所碩士論文，未出版。
孫敏芝（民78）。教師期望與師生交互作用：一個國小教室的觀察。高
雄：復文。
孫敏芝（民86）。師範院校結業生教學實際知識之個案研究。行政院國
家科學委員會專題研究計畫成果報告：NSC 85-2413-H-153-005。
孫耀永（民86）。師範學院國小師資培育課程教師知識之研究。國立台中
師範學院國民教育研究所碩士論文，未出版。
陳美玉（民85）。教師專業實踐理論及其應用之研究。教育研究資訊雙月刊，四卷三期，頁120-147。
陳添球（民78）。國民小學教師教學自主性之研究－－一個國民小學日常
生活世界的探索。私立東吳大學社會學研究所碩士論文。
陳國泰（民84）。國小低學業成就生的學校經驗之意義形成。國立屏東師
範學院初等教育研究所碩士論文，未出版。
陳國泰（民85）。輔導實習教師專業成長芻議。師說，第95期，頁12-
17。
陳國泰（民88）。成長路上──輔導實習教師專業成長的新取向。師
友，第387期，頁33-36。
陳雅莉（民83）。教師教育信念與班級經營成效關係之研究。國立臺灣
師範大學教育研究所碩士論文，未出版。
陳珮蓉（民87）。幼稚園初任教師專業成長歷程之研究。國立臺灣師範大
學家政教育研究所碩士論文，未出版。
陳淑婉（民87）。一位幼兒教師教學方法轉型歷程之研究----由單元教學
法轉型為蒙特梭利教學法。國立臺灣師範大學家政教育研究所碩士論
文，未出版。
陳碧雲（民84）。初任科學教師班級經營的面貌與成長。國立彰化師範大
學科學教育研究所碩士論文，未出版。
陳惠萍、王瑞賢、吳百祿（民82）。高雄市國小教師短期在職進修需求調
查研究。高雄市教師研習中心。
陳麗華（民84）。反省性教學的概念架構與實施方法－－以國小社會科為
例。發表於國立臺灣師大學教育研究中心承辦「師資培育理論與實
際」學術研討會。
郭丁熒（民83）。我國國小教師角色之探討∼一個晤談研究報告（未出
版）。
郭玉霞（民86）。教師的實務知識。高雄：復文。
郭義章（民86）。國中初任理化教師思考與呈現其學科教學知識之個案研
究。國立彰化師範大學科學教育研究所碩士論文，未出版。
張志輝（民83）。初任物理教師理化教學個案研究。國立彰化師範大學
科學教育研究所碩士論文，未出版。
張芬芬（民73）。師大結業生分發實習前後教學態度與任教意願之比較研
究。國立臺灣師範大學教育研究所碩士論文，未出版。
張芬芬（民80）。師範生教育實習中潛在課程之人種誌研究。國立台灣師範大學教育研究所博士論文，未出版。
張雁婷（民87）。教師學科教學知識之研究以國中英語科為例。國
立臺灣師範大學教育研究所碩士論文，未出版。
張惠昭（民85）。高中英文教師教學專業知識之探究。國立臺灣師範大學
教育研究所碩士論文，未出版。
張鳳珠（民86）。科學教師對其教學與教學行為之知覺與思考。國立彰化
師範大學科學教育研究所碩士論文，未出版。
張靜儀（民83）。國小自然科學教學個案研究----教師學科知識和教學之
關係。行政院國家科學委員會專題研究計畫成果報告：NSC 83-0111-
S-153-003。
張靜儀（民84）。一位優秀國小自然科教師的教學個案研究。屏東師院學報，第8期，頁138-165。
黃永和（民85）。國小實習教師數學學科教學知識之個案研究。國立新
竹師範學院國民教育研究所碩士論文，未出版。
黃美瑛（民81）。高屏地區幼兒教師實際知識初探。屏東：東益。
黃美瑛（民84）。意象：幼兒教師實際知識的運作之研究。屏東：睿煜。黃桂妮（民86）。國中數學教師的數學教學知識之分析----關於文字符的
使用。國立高雄師範大學數學教育研究所碩士論文，未出版。
黃瑞琴（民80）。質的教育研究方法。台北：心理出版社。
黃瑞琴、張翠娥（民80）。幼兒教師教學的實際知識。台灣省第二屆教
育學術論文研討會論文集（頁1-25）。國立新竹師範學院。
黃麗娟（民84）。職前化學教師在微試教學忠的學科教學知識。國立彰化
師範大學科學教育研究所碩士論文，未出版。
單文經（民83）。班級經營策略輔導。台北：師大書苑。
楊深坑、劉文惠（民83）。我國實習教師制度之規劃研究。教育研究資訊，２卷４期，頁1-15。
楊榮祥、林曉雯（民82）。教學表徵與其知識基礎：國中生物教師之個
案研究。輯於國科會主編之國際科學教育詮釋性研究研討會論文計
畫和摘要。
廖本裕（民86）。實習教師專業化歷程研究。國教之聲，第30卷，第
4期，頁14-21。
賴萱和（民88）。新制實習制度下生物實習教師專業成長之個案研究。國
立高雄師範大學科學教育研究所碩士論文，未出版。
謝寶梅（民82）。師範學院學生教育實習問題與改進之探討。國立臺中師範學院學報，7期，頁157-184。
蕭速農（民84）。國小專家教師與初任教師的數學學科知識之分析與比
較。國立新竹師範學院初等教育研究所碩士論文，未出版。
顏素霞（民82）。結業實習生實習困擾之省思。國教天地，98期， 頁44- 50。
薛梨真（民80）。國小實習教師實習困擾與輔導策略之研究。高市鐸
聲，第二卷，第一期，頁62-71。
簡紅珠（民85）。專家與新手教師的班級管理實作與決定之研究。教育研究資訊雙月刊，四卷四期，頁36-48。
簡紅珠、江麗莉（民83）。國小成功、不成功經驗教學與實習教學的班級
管理認知與內隱信念之研究。載於國立臺灣師範大學教育研究中心主
編八十一、八十二學年度國科會教育學門研究計畫成果發表論文集，
頁345-382。
鍾任琴（民84）。影響實習教師教育專業信念之實習學校環境因素
探討。 載於國立屏東師範學院主編八十四學年度師範學院教育學
術論文發表會論文集１，頁501-527。
藍雪瑛（民84）。我國國民中學國文教師教學信念及形成因素之研究。國
立台灣師範大學教育研究所碩士論文，未出版。
羅明華（民85）。國民小學實習教師實務知識的發展及其影響因素之個案
研究。國立臺中師範學院國民教育研究所碩士論文，未出版。
羅瑞玉（民82）。敘說資料的詮釋：一種教育人類學研究方法論，未
發行之研究報告。
饒見維（民84）。教師專業發展──理論與實務。台北：五南。
二、英文部份
Adams, G. R.,＆Cohen, A. S. (1974). Children''s physical and
interpersonal characteristics that effect student-teacher
interactions. The Journal of Experimental Education, 43,
pp.1-5.
Amarel, M. & Feiman-Nemser, S.(1990). Prospective teachers
views of learning to teach, paper presented at the annual
meeting of the American Educational Research
Association, New Orleans.
Aitken, J. & Mildon, D. (1991). The dynamic of personal
knowledge and teacher education. Curriculum Inquiry,
21 (2), pp.141-162.
Baltzer, J. A. (1991). People and process: Managing the human
side of information technology application. Professional
Paper Series, #7.
Berliner, D. (1986). In pursuit of the expert pedagogue.
Educational Research, 15(7), pp. 5-13.
Borko, H., Livingston, C., McCaleb, J., & Mauro, C. (1988). :
Student Teachers'' Planning and Post-lesson Reflections: Patterns and Implications for Teacher Preparation. In J.
Calderhead(ed.) Teachers'' Professional Learning. London:
Falmer Press.
Bullough, R. V. (1989). First year teaching: a case study.
Teachers College Record, 89(2), pp. 219-237.
Britzman, D. P. (1991). Practice makes practice: A
critical study of learning to teach. Albany, NY: SUNY.
Brown, S., & McIntyre, D. (1988). The professional craft
knowledge of teacher. In W. A. Gatherer(ed.), The Quality
of Teaching. A special issue of Scottish Educational
Review (pp.39-47).
Bruke, P. J., & Fessler, R. (1983). A colaborative approach to
supervision. The Clearing House, 57, pp.107-110.
Bruner, J.(1985). Narrative and paradigmatic modes of thought,
in E. Eisner(ed.), Learning and teaching the ways of
knowing (84th yearbook of the National Society for the
Study of Education, pp.77-115.)
Calderhead, J. (ed.)(1988) Teachers'' Professional Learning.
London: Falmer Press.
Calderhead, J. and Miller, E. (1986) ''The integration of
subject matter knowledge in student teachers'' classroom
practice''. Research Monograph, School of Education,
University of Lancaster.
Calderhead, J., & Robson, M. (1991). Images of teaching:student
teachers'' early conceptions of calssroom practice.
Teaching and Teacher Education, 7(1), pp. 1-8.
Carr, W., & Kemmis, S. (1986). Becoming critical: Education,
Knowledge, and action research. London: Falmer Press.
Cater, K.(1992). Creating cases for the development of teacher
knowledge, in T. Russell, and H. Munby (eds.) , Teachers
and teaching: From classroom to reflection. London: Falmer
Press.
Cater, K.(1993). The place of story in the study of teaching
and teacher education. Educational Reseracher, 22(1), pp.5-
12.
Chafe, W. (1990). Some things that narrative tells us about
the mind. In B. K. Britton , & A.. D. Pellegrini(eds.),
Narrative thought and narrative language(pp.79-98).
Hillsdale, NJ: Erlbaum.
Clandinin, D, J. (1985). Personal practical knowledge: A study
of teacher''s classroom images. Curriculum Inquiry, 15(4),
pp.361-385.
Clandinin, D. J. (1986). Classroom practice: Teachers images in
action. London: Falmer Press.
Clandinin, D. J., and Connelly, F. M. (1987). Teachers''
personal knowledge: What counts as "personal" in studies of
the personal. Journal of Curriculum Studies, 19(6), pp. 487- 500.
Cole, A., & Knowles, G. (1992, april). Extending boundaries:
Narratives on exchange.paper presented at the annual
meeting of the American Education Research Association,
San Francisco.
Conle, C. (1990). Folk models and change in a teacher''s
practical knowledgw. (ERIC Document Reproduction Service
NO. ED 325 458).
Conant, J. (1963). The education of american teachers. New
York: McGraw-Hill.
Connelly, F. M., and Dienes, B. (1982). The teacher''s role in
curriculum planning: A case study. In Studies in curriculum
decision-making, Edited by K. Leithwood. Toronto: OISE
Press.
Connelly, F. M., and Clandinin, D. J. (1988). Teachers as
curriculum planners: Narratives of experiences. New York:
Teachers College Press.
Cornett, J. W. (1987). Teacher personal practical theories and
their influence upon teacher curricular and instructional
actions: A case study of a secondary social studies
teacher. Dissertation presented in partial fulfillment of
the requirements for the degree doctor of philosophy in the
graduate school of the Ohio State University.
Courtney, R., Booth, D., Emerson, J., & Kuzmich, N. (1987). No
one way of being: A study of the practical knowledge of
elementary art teachers. (ERIC Document Reproduction
Service NO. ED 305 296).
Culler, J. (1981). The pursuit of signs: Semiotics,
literature, deconstruction. Ithaca, NY: Cornell University
Press.
Cusick, P. A. (1973). Inside high school. NY: Holt, Rinchart
and Winston.
Dona, K. (1992). Professional Growth among preservice and
Beginning teachers. Review of Educational Research, 62(2),
pp. 129-169.
Doyle, W. (1979). ''Classroom Effects''. Theory into Practice,
18, pp.138-144.
Doyle,W. (1986). Classroom organization and Management, in M.
C. Wittrock (ed.) , Handbook of Research on Teaching, 3rd
edition. New York: Macmillan.
Duffee, L., & Aikenhead, G, G. (1992). Curriculum change,
student evaluation, and teacher practical knowledge.
Science Education, 76(5), pp. 493-506.
Elbaz, F. (1983). Teacher Thinking: A study of practical
knowledge. N.Y:Nichols.
Elbaz, F. (1991). Research on teacher''s knowledge: The
evolution of a discourse. Journal of Curriculum Studies,
23, pp. 1-19.
Feiman-Nemser, S. (1990). Teacher preparation: Structural
and conceptional alternatives''. In R. Houston(ed.),
Handbook of Research on Teacher Education. New York:
Macmillan, pp. 212-233.
Feldman, A. (1994). Teachers learning from teachers: knowledge
and understanding in collaborative action research. (ERIC
Document Reproduction Service NO. ED 376 128)
Fenstermacher, G. (1986). Philosophy of research on teaching:
The aspects'', in W. C. Wittrock(ed.), Handbook of on
teaching,3rd ed., New York: Macmallian, pp.37-49.
Fessler, R. (1986). A model for teacher professional growth and
development. Training and Development Journal, November,
p.183.
Freeman, D. (1993).Renaming experience/reconstructing practice:
Developing new understanding of teaching. Teaching &
Teacher Education, 9(5), pp. 485-497.
Fuller, F. (1969). Concerns of teachers: A developmental
conceptualization. American Education Research Journal, 6,
pp. 207-226.
Gess-Newsome, J., Lederman, N. (1993). Preservice biological
teachers'' knowledge structures as a function of
professional teacher education: A year-long assessment.
Science Education, 77(1), pp. 25-43.
Glaser , B. G., & Strauss, A. L. (1967). The discovery of
grounded theory: Strategies for qualitative research. New
York: Aldine De Gruyter.
Goodson, I. F. (1992). Studing teachers'' lives: Problem and
possibilities. In I. F. Goodson(ed.), Studing teachers''
lives. London: Roulledge.
Grossman, P., & Richert, A. R. (1986). Unacknowledge knowledge
growth: A re-examination of the effect of teacher
education. Paper presented at the annual meeting of the
American Education Research Association, San Francisco, CA,
April.
Grossman, P. (1987). A tale of two teachers: The role of
subject matter orientation in teaching, paper presented at
the annual meeting of the American Education Research
Association, Washington, D.C.
Grossman, P. (1990).The making of teacher: Teacher knowledge
and teacher education. New York: Teacher College Press.
Grossman, R. W. (1994). Encouraging critical thinking using the
case study method and cooperative learning techniques.
Journal on Excellence in College Teaching, 5(1), pp. 7-20.
Gudmundsdottir, S. (1991). Story-maker, story-teller: Narrative
structure in curriculum. Journal of Curriculum Studies, 23,
pp. 207-218.
Gudmundsdottir, S. (1995). The narrative nature of pedagogical
content knowledge. In H. McEwan, and K. Egan (eds.),
Narrative in teaching, learning, and research (pp.24-38).
New York: Columbia University.
Hatch, J. A., & Wisniewski, R. (1995). Life history and
narrative. London: Falmer press.
Hoy, W. (1969). Pupil control ideology and organizational
socialization. School Review, 77, pp. 257-265.
Hoy, W., & Ress, R. (1977). The bureaucratic socialization of
student teacher. Journal of Teacher Education, 28(1), pp.
23-26.
Hsien, Y. and Spodek, B. (1995). Educational principles
underlying the classroom decision-making of two
kindergarten teachers. (ERIC Document Reproduction Service
NO. ED 383 663)
Jesus, S. N. and Paixao, M. P. (1996). The “Reality Schock”
of the beginning teachers. (ERIC Document Reproduction
Service NO. ED 402 277).
Johnston, S. (1992). Images: a way of understanding the
practical knowledge of student teachers. Teaching & Teacher
Education, 8(2), pp.123-136.
Kagon, D. (1992). Professional growth among preservice and
beginning teachers. Review of Educational Research, 62, pp.
129-169.
Keith, M. (1986). A study practical knowledge of success in
classroom lessons: expectations, images, and strategies.
(ERIC Document Reproduction Service NO.ED 292 765).
Lange, J. D. & Burroughs, L, S, G. (1994). Professional
uncertainty and professional growth. (ERIC Document
Reproduction Service NO. ED 376 128)
Lederman, N. G., Gess-Newsome, J. (1993). Do subject knowledge
and pedagogical content knowledge constitute the ideal Gas
Law of science teaching? Journal of Science Education, 3
(1), pp. 16-20.
Leinhardt, G., & Smith, D. A. (1985). Expertise in mathematics
instruction: Subject matter knowledge. Journal of
Educational Psychology, 77, pp. 247-271.
Leinhardt, G. (1990). Capturing craft knowledge in teaching.
Educational Researcher, 19(2), pp. 18-25.
Lortie, D. (1975). School Teacher: A sociological study.
Chicago, IL: University of Chicago Press.
Mayer, D. (1994). Teachers'' Practical Knowledge: Obtaining and
using knowledge of student. (ERIC Document Reproduction
Service NO. ED 377 154).
Martin, W. (1986). Recent theories of narrative. Ithaca,
NY:Cornell University Press.
McDermott, P., Gormley, K., Rothenberg, J., & Hammer, J.
(1995). The Influence of Classroom Practica Experiences On
Student Teacher''s Thoughts About Teaching.Journal of
Teacher Education, May-June 1995, 46(3).
McEwan, H., & Egan, K. (1995). Narrative in teaching, learning,
and research. New York : Columbia University.
McKeon, R. (1952). Philosophy and action. Ethics, 62(2), pp.79-
100.
McLean, S. V. (1992). Developing personal practical knowledge
in early children teacher education. (ERIC Document
Reproduction Service NO. ED 354 984).
Mitchell, W. J. T. (1981). On narrative. Chicago: University of
Chicago Press.
Munby, H. (1986). Metaphor in the thinking of teacher: An
exploratory stu
dy. Journal of Curriculum Studies, 18(2), pp. 197-209.
Persell, C. H. (1977). Education and Inequality. N.Y.:The Free
Press.
Richardson, V. (1990). Significant and worthwhile change in
teaching practice. Educational Research, 19(7), pp. 10-18.
Richert, A. (1987). The voices within: Knowledge and experience
in teacher Education, paper presented at the annual
meeting of the American Educatioal Research Association
Special Interest group for Women and Education, Portland,
OR.
Richert, A. (1990). Using teacher cases for reflection and
enchanced understanding.In A. Lieberman, & L. Miller
(eds.), Teachers: their world and their work. New York:
Teacher College Press.
Riessman, C. K. (1993). Narrative analysis. London: Sage.
Rist, R. C. (1970). Student social class and teacher
expectations: The self-fulfilling prophecy in ghetto
education. Harvard Educational Review, 40(3), pp.411-451.
Robinson, J., & Hawpe, L.(1986). Narrative thinking as a
heuristic process. In T. R.. Sarbin(ed.), Narrative
Psychology: The storied nature of human conduct(pp. 111-
125). New York: Praeger.
Russell, T., & Johnston, P. (1988). Teachers learning from
experience of teaching: Analysis based on metaphor and
reflection. (ERIC Document Reproduction Service NO. ED 294
859)
Russell, T., Munby, H., Spafford, C., & Johnston, P. (1988).
Learning the professional knowledge of teaching: Metaphors,
puzzles, and the theorypractice relationship. In P. P.
Grimmett(ed.), Reflection in teacher education. New York:
Teachers College Columbia University.
Sarbin, T. (1986). The narrative as a root metaphor for
psychology. In T. R. Sarbin(ed.), Narrative Psychology: The
storied nature of human conduct(pp. 3-21). New York:
Praeger.
Schon, D. (1983). The reflective practitioner. New York: Basic
Books.
Scholes, R. (1981). Language, narrative, and anti-narrative. In
W. J. T. Mitchell(ed.), On narrative(pp.200-208).Chicago:
University of Chicago Press.
Schwab, J. J. (1971). The practical: Art of eclectic. School
Review, 79(4), pp. 493-542.
Shulman, L. S.(1986). Those who understanding: knowledge growth
in teaching. Educational Researcher, 15(2), pp. 4-14.
Shulman, L. S.(1987). Knowledge and teaching: foundation of the
new reform. Harvard Educational Review, 57(1), pp. 1-22.
Smyth, D. M. (1992). The kids just love him: A first year
teacher‘s perceptions of how the workplace has affected
his teaching. (ERIC Document Reproduction Service NO. ED
355 177).
Spafford, C. (1987). A case study of a beginning teacher''s
development of practical knowledge. (ERIC Document
Reproduction Service NO. ED 291 716).
Tamir, P. (1991). Professional and personal knowledge of
teachers and teacher educator. Teaching & Teacher
education, 7(3), PP. 263-268.
Veenman, S. (1984). Perceived problem of beginning teacher.
Review of Education Research, 54(2), pp. 143-178.
Veenman, S. (1987). On becoming a teacher: An analysis of
initial training. (ERIC Document Reproduction Service
NO. ED 312 231).
Weinstein, C. S. (1989). Teacher education students''
preconceptions of teaching. Journal of Teacher Education, 40
(2), pp. 53-60.
Waggoner, J. E., & Palermo, D. S. (eds.)(1989). Betty is a
bouncing bubble: children''s comprehension of emotion-
descriptive metaphors.Developmental-Psychology, 25(1),
pp.152-63.
Weinstein, C. S. (1990). Prospective elementary teachers''
beliefs about teaching: Implications for teacher education,
Teaching ＆Teacher Education, 6(3), pp. 279-290.
Wilson, S. M., Shulman, L. S., & A. E. (1987). 150 different
ways of knowing: Representations of knowledge in teaching''
in Calderhead, J. (ed.) Exploring Teaching Teachers''
Thinking, London, Cassell.
Wolcott, H. (1988). Ethnographic research in education. In R.
M. Jaeger(ed.), Conplementary methods for research in education. Washington, D. C.: American Educational Research
Association.
Wubbels, T. (1992). Taking account of student teachrs''
preconceptions. Teaching ＆ Teacher Education, 8 (2),
pp.137-149.
Yinger, R. & Hendricks-Lee, M. (1993). Working Knowledge in
teaching. in C. Day, J. Calderhead, and P. Denicolo (eds.),
Reserch on Teacher Thinking. London: Falmer Press.