A Cultural-Historical Study of Teacher Development: How Early Childhood Teachers Meet the Demands of a Theoretical Problem in STEM for Practice Change
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Publisher
Springer International Publishing
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-44377-0_4
Reference25 articles.
1. Brown, C. P., & Mowry, B. (2017). “I wanted to know how they perceived jail”: Studying how one early educator brought her students’ worlds into her standardized teaching context. Early Childhood Education Journal, 45, 163–173. https://doi.org/10.1007/s10643-016-0776-z
2. Caudle, L. A. (2013). Using a sociocultural perspective to establish teaching and social presences within a hybrid community of mentor teachers. Adult Learning, 24(4), 112–120. https://doi.org/10.1177/1045159513489112
3. Ebadi, S., & Gheisari, N. (2016). The role of consciousness-raising through critical reflection in teachers’ professional development: A sociocultural perspective. Cogent. Education, 3(1). https://doi.org/10.1080/2331186X.2016.1147990
4. Edwards, A., Chan, J., & Tan, D. (2019). Motive orientation and the exercise of agency: Responding to recurrent demands in practices. In A. Edwards, M. Fleer, & L. Bottcher (Eds.), Cultural-historical approaches to studying learning and development. Societal, institutional and personal perspectives (pp. 201–214). Springer.
5. Ellis, V. (2007). Taking subject knowledge seriously: From professional knowledge recipes to complex conceptualizations of teacher development. The Curriculum Journal, 18(4), 447–462. https://doi.org/10.1080/09585170701687902
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