Reconstructing Knowledge-in-Action

Learning from the Authority of Experience as a First-Year Teacher
  • Ruth G. Kane
  • Tom Russell


Teacher Education Student Teacher Prospective Teacher Teacher Education Program Preservice Teacher Education 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Allender, J.S. (2001). Teacher self: The practice of humanistic education. Lanham, MD: Rowman & Littlefield.Google Scholar
  2. Borko, H., & Putnam, R.T. (1996). Learning to teach. In D.C. Berliner & R.C. Calfee (Eds.), Handbook of educational psychology (pp. 673–708). New York: Simon and Schuster Macmillan.Google Scholar
  3. Cole, A.L., & Knowles, J.G. (1993). Shattered images: Understanding expectations and realities of field experience. Teaching and Teacher Education, 9(5/6), 457–471.Google Scholar
  4. Ethell, R.G., & McMeniman, M.M. (2002). A critical first step in learning to teach: Confronting the power and tenacity of student teachers’ beliefs and preconceptions. In C. Surgrue & C. Day (Eds.), Developing teachers and teacher practice: International research perspectives (pp. 216–233). London: Routledge/Falmer Press.Google Scholar
  5. Kagan, D.M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129–169.Google Scholar
  6. Kane, R.G. (1993). Knowledge in action: A longitudinal study of the propositional and procedural knowledge of the beginning teacher. Unpublished Master of Education, Honours (Unpublished), Griffith University.Google Scholar
  7. Kane, R.G. (2002). How we teach the teachers: new ways to theorize practice and practice theory. Prospects 32(2), 348–363. Paris: UNESCO.Google Scholar
  8. Korthagen, F.A.J., & Kessels, J.A.M. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4–17.Google Scholar
  9. Korthagen, F.A.J. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  10. Loughran, J., Brown, J., & Doeke, B. (2001). Continuities and discontinuities: the transition from pre-service to first-year teaching. Teachers and teaching: Theory and practice, 7(1), 7–25.CrossRefGoogle Scholar
  11. Munby, H., & Russell, T. (1994). The authority of experience in learning to teach: Messages from a physics method class. Journal of Teacher Education, 45, 86–95.Google Scholar
  12. Post Primary Teachers Association (2002). Secondary staffing’ 02 report. Unpublished report of the Post Primary Teachers Association distributed to all New Zealand teacher education institutions November 2002.Google Scholar
  13. Russell, T., & McPherson, S. (2001, May). Indicators of success in teacher education: A review and analysis of recent research. Paper presented at the Pan-Canadian Education Research Agenda (PCERA), Symposium on Teacher Education/Educator Training, Québec.Google Scholar
  14. Rust, F.O. (1994). The first year of teaching: It’s not what they expected. Teaching and Teacher Education, 10(2), 205–217.CrossRefGoogle Scholar
  15. Weinstein, C.S. (1989). Teacher education students’ preconceptions of teaching. Journal of Teacher Education, 40(2), 53–60.Google Scholar

Copyright information

© Springer 2005

Authors and Affiliations

  • Ruth G. Kane
    • 1
  • Tom Russell
    • 2
  1. 1.Secondary Education at Massey UniversityNew Zealand
  2. 2.Faculty of Education of Queen’s UniversityCanada

Personalised recommendations