The servants of two discourses: how novice facilitators draw on their mathematics teaching experience
Author:
Funder
German-Israeli Foundation for Scientific Research and Development
Publisher
Springer Science and Business Media LLC
Subject
Education,General Mathematics
Link
https://link.springer.com/content/pdf/10.1007/s10649-022-10182-0.pdf
Reference53 articles.
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2. Allen, J., Park Rogers, M., & Borowski, R. (2016). “I am out of my comfort zone”: Self-study of the struggle of adapting to the professional identity of a teacher educator. Studying Teacher Education, 12(3), 320–332. https://doi.org/10.1080/17425964.2016.1228048
3. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554
4. Becher, A., & Orland-Barak, L. (2018). Context matters: Contextual factors informing mentoring in art initial teacher education. Journal of Teacher Education, 69(5), 477–492. https://doi.org/10.1177/0022487117720388
5. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15. https://doi.org/10.3102/0013189X033008003
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