Learning the Teaching Profession in the Practicum: The Role of the Other, Modalities of Appropriation, and Professional Knowledge
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Publisher
Springer Nature Switzerland
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https://link.springer.com/content/pdf/10.1007/978-3-031-31709-5_22
Reference115 articles.
1. Almeyda Hidalgo, L. (2016). Arrojados en la acción: Aprender a enseñar en la experiencia de práctica profesional [Thrown into action. Learning to teach from the practicum experience]. Estudios pedagógicos (Valdivia), 42(4), 11–30. https://doi.org/10.4067/S0718-07052016000500002
2. Antúnez, S., García, P. S., López, J. J. G., & Carnicero, P. (2013). Formación de los supervisores y supervisoras escolares en México [Training of school supervisors in Mexico]. Educare, 49(1), 83–102. https://raco.cat/index.php/Educar/article/view/406844
3. Bacharach, N., Heck, T. W., & Dahlberg, K. (2010). Changing the face of student teaching through Coteaching. Action in Teacher Education, 32(1), 3–14. https://doi.org/10.1080/01626620.2010.10463538
4. Baconnet, S. (2014). Sous quelles conditions construire, capitaliser et mobiliser des savoirs professionnels efficients en situation d’enseignement? L’étude de cas d’un stagiaire [Which are the best conditions for building, capitalizing and summoning up all one’s professional competences in teaching primary school? A teacher-in-training’s case study]. Phronesis, 3(3), 5–12. https://doi.org/10.7202/1026390ar
5. Baconnet, S., & Bucheton, D. (2011). De quelle nature sont les savoirs professionnels développés par une enseignante stagiaire dans le cadre de son stage au cours d’un dispositif innovant? [What kind of professional learning can be developed by a teacher-in-training in the course of an innovative practicum project?]. Revue des sciences de l’éducation, 37(2), 257–279. https://doi.org/10.7202/1008986ar
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