Vliv klinické zkušenosti na profesní rozvoj studentů učitelství

[1] Alter, J., & Coggshall, J. G. (2009). Teaching as a clinical practice profession: Implications for teacher preparation and state policy. New York: Comprehensive Center and the National Comprehensive Center on Teacher Quality.

[2] American Association of Colleges for Teacher Education (AACTE). (2010). The clinical preparation of teachers: A policy brief. New York.

[3] American Association of Colleges for Teacher Education (AACTE). (2012). Where we stand: Clinical preparation of teachers. New York.

[4] Berliner, D. (1995). Teacher expertise. In L. W. Anderson (Ed.), International encyclopaedia of teaching and teacher education (s. 46–52). Oxford: Elsevier Science Ltd.

[5] Boshuizen, H. P. A. (2004). Does practice make perfect? In H. P. A. Boshuizen, R. Bromme, & H. Gruber (Eds.), Professional learning: Gaps and transitions on the way from novice to expert (s. 73–95). Dordrecht: Kluwer Academic Publishers.

[6] Boshuizen, H. P. A., & Schmidt, G. H. (2000). The development of clinical reasoning expertise. Implications for teaching. In J. Higgs & M. Jones (Eds.), Clinical reasoning in the health professions (s. 15–22). Oxford: Butterworth-Heinemann.

[7] Brebera, P. (2010). Projektování kurikula: Prostředek profesního rozvoje u učitelů anglického jazyka (Disertační práce). Dostupné z https://is.muni.cz/th/117766/ff_d/Brebera_-_disertace.txt

[8] Buitink, J. (2009). What and how do student teachers learn during school-based teacher education. Teaching and Teacher Education, 25(1), 118–127. | DOI 10.1016/j.tate.2008.07.009

[9] Clark, Ch. M., & Peterson, P. L. (1986). Teacher thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd edition) (s. 255–296). New York: MacMillan Publishing Company.

[10] Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale: Lawrence arlbaum Associates.

[11] Černá, M. (2005). ICT in teacher education: Extending opportunities for professional learning. Pardubice: Univerzita Pardubice.

[12] Černá, M. (2009a). Možnosti využití videozáznamu k rozvoji didaktické znalosti obsahu v přípravném vzdělávání učitelů anglického jazyka. In T. Janík, M. Černá, M. Dvořáková, A. Hošpesová, M. Janíková, U. Kattmann, P. Knecht, H. Lukášová, P. Najvar, N. Mazáčová, J. Slavík, N. Stehlíková, V. Švec, & M. Tichá, Možnosti rozvíjení didaktických znalostí obsahu u budoucích učitelů (s. 97–110). Brno: Paido.

[13] Černá, M. (2009b). Blended learning experience in teacher education: The trainees' perspective. Acta Didactica Napocensia, 2(1), 37–48.

[14] Černá, M. (2010). Highly gifted pupils in learning English at basic school through the lens of English language teacher education. In R. Grenarová & M. Vítková (Eds.), Cizojazyčná výuka a nadaný žák. Foreign language teaching and a gifted and talented pupil (s. 39–67). Brno: Masarykova univerzita.

[15] Černá, M., & Píšová, M. (2002). Teaching practice guide for assistants in the clinical year project. Pardubice: Univerzita Pardubice.

[16] Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547–561. | DOI 10.1080/0161956X.2014.939009

[17] Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. New York: D. C. Heath and Company.

[18] Douglas, A. S. (2014). Student teachers in school practice. An analysis of learning opportunities. Basingstoke: Palgrave Macmillan.

[19] European Commission / EACEA / Eurydice. (2015). The teaching profession in Europe: Practices, perceptions, and policies. Eurydice report. Luxembourg: Publications Office of the European Union.

[20] Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverbations. Educational Researcher, 32(3), 16–25. | DOI 10.3102/0013189X032003016

[21] Furlong, J., Barton, L., Miles, S., Whitty, C., & Whiting, G. (2000). Teacher education in transition: Reforming teacher professionalism? Milton Keynes: Open University Press.

[22] Gebhard, J. G. (2009). The practicum. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (s. 250–258). Cambridge: Cambridge University Press.

[23] Glaser, R., & Chi, M. T. (1988). Overview. In M. T. Chi, R. Glaser, & M. J. Farr (Eds.), The nature of expertise. Hillsdale: Erlbaum.

[24] Greany, T., & Brown, C. (2015). Partnerships between teaching schools and universities: Research report. London: UCL Institute of Education.

[25] Grossman, P., Schoenfeld, A., & Lee, C. (2005). Teaching subject matter. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (s. 201–232). San Francisco: Wiley.

[26] Handscomb, G., Gu, Q., & Varley, M. (2014). School-university partnerships: Fulfilling the potential. Literature review. London: Research Councils UK and National Co-ordinating Centre for Public Engagement.

[27] Hargreaves, A. (1994). Changing teachers, changing times: Teachers' work and culture in the postmodern age. London: Cassell.

[28] Hargreaves, A. (1995). Beyond collaboration: Critical teacher development in the postmodern age. In J. Smith (Ed.), Critical discourse on teacher development (s. 149–179). London: Cassell.

[29] Hegender, H. (2010). The assessment of student teachers' academic and professional knowledge in school-based teacher education. Scandinavian Journal of Educational Research, 54(2), 151–171. | DOI 10.1080/00313831003637931

[30] Hoyle, E., & John, P. D. (1995). Professional knowledge and professional practice. London: Cassell.

[31] Chi, M. T. H. (2006). Two approaches to the study of experts' characteristics. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (s. 21–30). New York: CUP.

[32] Ievers, M., Wylie, K., Gray, C., Áinléis, B. N., & Cummins, B. (2013). The role of university tutor in school-based work in primary schools in Northern Ireland and the Republic of Ireland. European Journal of Teacher Education, 36(2), 183–199. | DOI 10.1080/02619768.2012.687718

[33] Janík, T., Slavík, J., Mužík, V., Trna, J., Janko, T., Lokajíčková, V., Lukavský, J., Minaříková, E., Sliacky, J., Šalamounová, Z., Šebestová, S., Vondrová, N., & Zlatníček, P. (2013). Kvalita (ve) vzdělávání: Obsahově zaměřený přístup ke zkoumání a zlepšování výuky. Brno: Masarykova univerzita.

[34] Johnson, K. E. (2009). Second language teacher education. A sociocultural perspective. Oxon: Routledge.

[35] Kamhi-Stein, L. D. (2000). Integrating computer-mediated communication tools into the practicum. In K. E. Johnson (Ed.), Teacher education: Case studies in TESOL (s. 119–135). Alexandria: TESOL.

[36] Kettle, B., & Sellars, N. (1996). The development of student teachers' practical theory of teaching. Teaching & Teacher Education, 12(1), 1–24. | DOI 10.1016/0742-051X(95)00016-D

[37] Korthagen, F. A. J., Kessels, J., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory: Pedagogy of realistic teacher education. Mahwah: Lawrence Erlbaum Associates, Inc.

[38] Korthagen, F. A. J., Kessels, J., Lagerwerf, B., & Wubbels, T. (2011). Jak spojit praxi s teorií: Didaktika realistického vzdělávání učitelů. Brno: Paido.

[39] Lawlor, S. (1998). Teachers mistaught. Training in theories or education in subjects? London: Centre for Policy Studies.

[40] Legutke, M. K., & Schocker-von Ditfurth, M. (2009). School-Based Experience. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (s. 209–217). Cambridge: Cambridge University Press.

[41] Levin, D. M., Hammer, D., & Coffey, J. E. (2009). Novice teachers' attention to student thinking. Journal of Teacher Education, 60(2), 142–154. | DOI 10.1177/0022487108330245

[42] Píšová, M. (2005). Klinický rok: Procesy profesního rozvoje studentů učitelství a jejich podpora. Pardubice: Univerzita Pardubice.

[43] Píšová, M. (Ed.). (2007). Portfolio v profesní přípravě učitele. Pardubice: Univerzita Pardubice.

[44] Píšová, M., & Černá, M. (2006). Pro mentory projektu Klinický rok. Vedení pedagogické praxe (2. vydání). Pardubice: Univerzita Pardubice.

[45] Píšová, M., Duschinská, K., Kargerová, J., Lampertová, A., Lukavská, E., Szimethová, M., & Tomková, A. (2011). Mentoring v učitelství. Praha: Karolinum.

[46] Ryve, A., Hemmi, K., & Börjesson, M. (2013). Discourses about school-based mathematics teacher education in Finland and Sweden. Scandinavian Journal of Educational Research, 57(2), 132–147. | DOI 10.1080/00313831.2011.623178

[47] Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–21. | DOI 10.17763/haer.57.1.j463w79r56455411

[48] Smedley, L. (2001). Impediments to partnership: A literature review of school–university links. Teachers and Teaching, 7(2), 189–209. | DOI 10.1080/13540600120054973

[49] Stoynoff, S. (1999). The TESOL practicum: An integrated model in the U.S. TESOL Quarterly, 23(1), 145–151. | DOI 10.2307/3588200

[50] Štech, S. (1994). Co je učitelství a lze se mu naučit? Pedagogika, 44(4), 310–313.

[51] Štech, S. (2007). Profesionalita učitele v neo-liberální době: Esej o paradoxní situaci učitelství. Pedagogika, 57(4), 326–337.

[52] Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development. Best Evidence Synthesis Iteration (BES). Wellington: Ministry of Education.

[53] Tsui, A. B. M. (2005). Expertise in teaching: Perspectives and issues. In K. Johnson (Ed.), Expertise in second language learning and teaching (s. 167–189). Basingstoke: Palgrave Macmillan.

[54] Tversky, A., & Kahneman, D. (1981). The framing of decisions and the psychology of choice. Science, 211(4481), 453–458. | DOI 10.1126/science.7455683

[55] Warner, A. R., Houston, W. R., & Cooper, J. M. (1977). Rethinking the clinical concept in teacher education. Journal of Teacher Education, 28(1), 15–18. | DOI 10.1177/002248717702800104