The DOI matches its Crossref record; 32 of the 32 references it cites were found in a registry or an index.
Pedagogical-research designs to capture the symbiotic nature of professional knowledge and learning about e-learning in initial teacher education in the UK
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Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“As teachers' predispositions towards technological tools can influence the use of these tools and their perceived value within teaching and learning contexts (Turvey 2010), understanding the pedagogical possibilities of the online tools may help address teachers' attitudes and competence related to them.”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Turvey 2010
In the citing paper
“As teachers' predispositions towards technological tools can influence the use of these tools and their perceived value within teaching and learning contexts (Turvey 2010), understanding the pedagogical possibilities of the online tools may help address teachers' attitudes and competence related to them.”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Turvey 2010
Citations
Cites
Knowledge and teaching: Foundations of the new reform
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Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge
Mishra, P., & Koehler, M. J. (2006) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1111/j.1467-9620.2006.00684.x · Cited by 12,604
Educating the reflective practitioner
Schön, D. A. (1987) · Cited by 11,326
Expansive Learning at Work: Toward an activity theoretical reconceptualization
Engeström, Y. (2001) · Journal of Education and Work · doi:10.1080/13639080020028747 · Cited by 5,436
Developing Professional Knowledge And Competence
Eraut, M. (2002) · Routledge eBooks · doi:10.4324/9780203486016 · Cited by 3,673
E-Learning in the 21st Century: A Framework for Research and Practice
Garrison, D. R., & Anderson, T. D. (2003) · Thammasat University Digital Collections · Cited by 2,052
ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT
Anderson, T., Rourke, L., Garrison, R., & Archer, W. (2001) · Online Learning · doi:10.24059/olj.v5i2.1875 · Cited by 1,885
Phenomenography-a research approach to investigating different understandings of reality
Marton, F. (1986) · the Journal of Thought · Cited by 1,714
Activity theory as a framework for analyzing and redesigning work
Engestrom, Y. (2000) · Ergonomics · doi:10.1080/001401300409143 · Cited by 1,388
Factors Affecting Technology Uses in Schools: An Ecological Perspective
Zhao, Y., & Frank, K. A. (2003) · American Educational Research Journal · doi:10.3102/00028312040004807 · Cited by 947
How and what teachers learn: a shifting perspective
SHULMAN, L. S., & SHULMAN, J. H. (2004) · Journal of Curriculum Studies · doi:10.1080/0022027032000148298 · Cited by 902
TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE: A NEW FRAMEWORK FOR TEACHER KNOWLEDGE
Mishra, P., & Koehler, M. J. (2006) · Cited by 785
Qualitative Research in Education : Focus and Methods
Sherman, R. R., & Webb, R. B. (1988) · Cited by 628
The Concepts and Methods of Phenomenographic Research
Richardson, J. T. E. (1999) · Review of Educational Research · doi:10.2307/1170644 · Cited by 435
Dennen *, V. P. (2005) · Distance Education · doi:10.1080/01587910500081376 · Cited by 384
Every Child Matters: Change for Children
(2009) · Understanding Children's Social Care: Politics, Policy and Practice · doi:10.4135/9781446279489.n4 · Cited by 352
Analysing the use of interactive technology to implement interactive teaching
Kennewell, S., Tanner, H., Jones, S., & Beauchamp, G. (2008) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2007.00244.x · Cited by 225
The teacher as action researcher: using technology to capture pedagogic form
Laurillard, D. (2008) · Studies in Higher Education · doi:10.1080/03075070801915908 · Cited by 221
The learner centric ecology of resources: A framework for using technology to scaffold learning
Luckin, R. (2007) · Computers & Education · doi:10.1016/j.compedu.2007.09.018 · Cited by 220
Owen, M. R., Grant, L., Facer, K., & Sayers, S. (2005) · Bristol Research (University of Bristol) · Cited by 188
Mobile learning: towards a research agenda
(2007) · Cited by 143
Pedagogy and Learning with ICT: Researching the Art of Innovation
Somekh, B. (2007) · Cited by 142
Harnessing Technology: Transforming Learning and Children's Services
Laurillard, D. (2005) · Digital Education Resource Archive (University College London) · Cited by 133
Every Child Matters: Change for Children
Glazzard, J. (2008) · SAGE Publications Ltd eBooks · doi:10.4135/9781446221150.n15 · Cited by 108
The Interaction between Primary Teachers' Perceptions of ICT and Their Pedagogy
Loveless, A. M. (2003) · Education and Information Technologies · doi:10.1023/b:eait.0000008674.76243.8f · Cited by 98
Adaptive educational environments as creative spaces
Loi, D., & Dillon, P. (2006) · Cambridge Journal of Education · doi:10.1080/03057640600865959 · Cited by 78
Introduction to E-learning Research
Andrews, R., & Haythornthwaite, C. (2007) · SAGE Publications Ltd eBooks · doi:10.4135/9781848607859.n1 · Cited by 63
New Designs for Teachers' Professional Learning
Pickering, J., Daly, C., & Pachler, N. (2007) · Institute of Education, University of London eBooks · Cited by 44
Tutors and Students without Faces or Places
Blake, N. (2000) · Journal of Philosophy of Education · doi:10.1111/1467-9752.00164 · Cited by 33
Luckin, R., Underwood, J., du Boulay, B., Holmberg, J., Kerawalla, L., O'Connor, J., Smith, H., & Tunley, H. (2006) · International Journal of Artificial Intelligence in Education · doi:10.3233/irg-2006-16(4)03 · Cited by 30
Turvey, K. (2008) · Education and Information Technologies · doi:10.1007/s10639-008-9072-x · Cited by 21
Self-citationTeacher development: a question(ing) of professionalism
Pachler, N. (2007) · Institute of Education, University of London eBooks · Cited by 4
Cited by
COVID-19 and teacher education: a literature review of online teaching and learning practices
Carrillo, C., & Flores, M. A. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1821184 · Cited by 1,019
Metadata
- Authors
- Turvey, K.
- Affiliations
- University of Brighton (GB)
- Corresponding author
- Turvey, Keith
- ORCID
- Turvey, Keith
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2010-04
- Volume
- 54
- Issue
- 3
- Pages
- 783-790
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2058089387
- Cited by
- 19
- References
- 32
- Citations by year
- 2023: 1 · 2022: 1 · 2021: 1 · 2020: 2 · 2018: 1 · 2016: 1 · 2015: 1 · 2014: 1 · 2012: 7
- FWCI
- 14.17
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.elsevier.com/tdm/userlicense/1.0/ (tdm)
- Locations
- Computers & Education (publishedVersion)
- University of Brighton Repository (University of Brighton) (submittedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Reflective Practices in Education
- Keywords
- initial teacher education, online learning, pre-service teachers, professional knowledge, online pedagogy, reflective practice, blended learning, university-school partnership
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
