Supervision Dialogues in Teacher Education: Balancing Dis/continuities of the Vocational Self-Concept
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Publisher
Springer International Publishing
Link
http://link.springer.com/content/pdf/10.1007/978-3-319-93836-3_9
Reference29 articles.
1. Ahonen, E., Pyhältö, K., Pietarinen, J., & Soini, T. (2015). Student teachers’ key learning experiences–mapping the steps for becoming a professional teacher. International Journal of Higher Education, 4(1), 151–165. https://doi.org/10.5430/ijhe.v4n1p151
2. Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27(2), 308–319. https://doi.org/10.1016/j.tate.2010.08.013
3. Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Mahwah, NJ: Lawrence Erlbaum Associates.
4. Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252
5. Beijaard, D., & Meijer, P. C. (2017). Developing the personal and professional in making a teacher identity. In D. J. Clandinin & J. Husu (Eds.), The SAGE handbook of research on teacher education (pp. 177–192). London: Sage Publications.
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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