Impact of CONTESSA Project on the Development of Blended Professional Learning Communities (PLCs) of Teacher Educators: The Case of Sri Lanka
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Publisher
Springer Fachmedien Wiesbaden
Link
https://link.springer.com/content/pdf/10.1007/978-3-658-43306-2_7
Reference12 articles.
1. Cochran-Smith, M. Grudnoff, L., Orland-Barak, L., & Smith, K. (2020). Educating Teacher Educators: International Perspectives. The New Educator, 16(1), 5–24. https://doi.org/10.1080/1547688X.2019.1670309
2. Brody, D. L., & Hadar, L. L. (2015) Personal professional trajectories of novice and experienced teacher educators in a professional development community. Teacher Development, 19(2), 246–266. https://doi.org/10.1080/13664530.2015.1016242
3. Dengerink, J., Lunenberg, M., & Kools, Q. (2015). What and how teacher educators prefer to learn. Journal of Education for Teaching: International research and pedagogy, 41(1), 78–96. https://doi.org/10.1080/02607476.2014.992635.
4. Gutman, M. (2021) Leading a Professional Learning Community for teacher educators: inquiry into college principals’ motives and challenges. Teacher Development, 25(3), 263–277. https://doi.org/10.1080/13664530.2021.1901772
5. Hardy, L., & Brody, D. (2016). Teacher Educators' Professional Learning in Communities. Routledge Murray, J (2016) ‘Beginning teacher educators: working in higher education and schools’, in Loughran, J and Hamilton, M L (eds) International Handbook on Teacher Education (Vol 2, pp 35–70). Dordrecht: Springer Academic Publishers.
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