Transformation of preservice mathematics teachers' teacher identity orientations through a video club
Author:
Funder
Türkiye Bilimsel ve Teknolojik Araştirma Kurumu
Publisher
Springer Science and Business Media LLC
Subject
General Mathematics,Education
Link
https://link.springer.com/content/pdf/10.1007/s10857-023-09585-4.pdf
Reference53 articles.
1. 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
2. Annese, S., & Traetta, M. (2018). A dialogical approach for learning communities between positioning and reformulation. In F. Meijers & H. Hermans (Eds.), The dialogical self theory in education (pp. 189–209). Springer.
3. Anspal, T., Eisenschmidt, E., & Löfström, E. (2012). Finding myself as a teacher: Exploring the shaping of teacher identities through student teachers’ narratives. Teachers and Teaching: Theory and Practice, 18(2), 197–216. https://doi.org/10.1080/13540602.2012.632268
4. Arnon, S., & Reichel, N. (2007). Who is the ideal teacher? Am I? Similarity and difference in perception of students of education regarding the qualities of a good teacher and of their own qualities as teachers. Teachers and Teaching, 13(5), 441–464. https://doi.org/10.1080/13540600701561653
5. Arslan, O. (2023). Investigating beginning mathematics teachers’ teacher identity development through emotion diaries. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2023.2174055
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1. Supporting teacher identity development of preservice middle school mathematics teachers in informal learning environments;Reflective Practice;2023-11-23
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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