Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Calgren, I., Handal, G., and Vaage, S. (Eds.). (1994). Teachers ‘Minds and Actions: Research on Teachers’ Thinking and Practice. London/Washington, DC: The Falmer Press.
Conkling, S. and Henry, W. (2002). The impact of professional development partnerships: our parts of the story. Journal of Music Teacher Education, 11(2), 7–13.
Conway, C. (2001). What has research told us about the beginning music teacher? Journal of Music Teacher Education, 10(2), 14–22.
Day, C.W., Pope, M., and Denicolo, P. (Eds.). (1990). Insights into Teachers' Thinking and Practice. London/New York/Philadelphia: The Falmer Press.
Elbaz, F. (1981). The teacher's practical knowledge: report of a case study. Curriculum Inquiry, 11(1), 43–71.
Gimeno Sacristán, J. (1998). O CurrÃculo: Uma Reflexão Sobre a Prádtica. (3rd ed.), Porto Alegre: Artes Médicas Sul.
Gimeno Sacristán, J. (1999). Poderes Instádveis em Educação. Porto Alegre: Artes Médicas Sul.
Jorgensen, E.R. (1994). Justifying music instruction in American public schools: an historical perspective. Bulletin of the Council for Research in Music Education, 120, 17–31.
Krueger, P. (2001). Reflections of beginning music teachers. Music Educators Journal, 88(3), 51–54.
Marcelo Garcia, C. (1995). A formação de professores: Novas perspectivas baseadas na investigação sobre o pensamento do professor. In A. Nóvoa (Ed.), Os Professores e a sua Formação (2nd ed.) (pp. 51–76). Lisboa: Publicaçõoes Dom Quixote, Lda.
Pimenta, S.G. (1997). Para uma re-signifição da didatica—Ciências da educação, pedagogia e didática (uma revisáo conceitual e uma sÃntese provisória). In S.G. Pimenta (Ed.), Didática e formação de professores: percursos e perspectivas no Brasil e em Portugal (pp 19–76). São Paulo: Cortez.
Schutz, A. (1973). Collected Papers I. The Hague: Martinus Nijhoff.
Schutz, A. (1976). Collected Papers II. The Hague: Martinus Nijhoff.
Schutz, A. (1979). Fenomenologia e Relações Sociais. Rio de Janeiro: Zahar Editores.
Sparshott, F.E. (1980). Education in music: conceptual aspects. In S. Sadie (Ed.), The New Grove Dictionary of Music and Musicians, vol. 6 (pp. 54–58). London: Macmillan.
Swanwick, K. (1992). Open peer commentary, musical knowledge: the saga of music in the national curriculum. Psychology of Music, 20, 162–179.
Swanwick, K. (1994). Musical Knowledge: Intuition, Analysis and Music Education. London: Routledge.
Wagner, H.R. (1979). Introdução. In A. Schutz, Fenomenologia e Relações Sociais (pp. 3–50). Rio de Janeiro: Zahar Editores.
Waters, M. (1994). Modern Sociological Theory. London/Thousand Oaks/New Delhi: Sage Publications.
Zeichner, K. (1994). Research on teacher thinking and different views of reflective practice in teaching and teacher education. In I. Calgren, G. Handal, and S. Vaage (Eds.), Teachers' Minds and Actions: Research on Teachers' Thinking and Practice (pp. 9–27). London/Washington, DC: The Falmer Press.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2006 Springer
About this chapter
Cite this chapter
Hentschke, L., Ben, L. (2006). Teaching Arts as Reflective Practice. In: Burnard, P., Hennessy, S. (eds) Reflective Practices in Arts Education. Landscapes: the Arts, Aesthetics and Education, vol 5. Springer, Dordrecht. https://doi.org/10.1007/1-4020-4703-7_5
Download citation
DOI: https://doi.org/10.1007/1-4020-4703-7_5
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-4702-2
Online ISBN: 978-1-4020-4703-9
eBook Packages: Humanities, Social Sciences and LawLiterature, Cultural and Media Studies (R0)