Introducing Complexity Theory to Consider Practice-Based Teacher Education for Democratic Citizenship-Reference-Cited by-同舟云学术

Introducing Complexity Theory to Consider Practice-Based Teacher Education for Democratic Citizenship

Published:2022-11-15 Issue:2 Volume:42 Page:201-217
ISSN:0039-3746
Container-title:Studies in Philosophy and Education
language:en
Short-container-title:Stud Philos Educ

Author:

Cohen Aviv^ORCID,Gilead Tal

Publisher

Springer Science and Business Media LLC

Subject

Philosophy,Education

Link

https://link.springer.com/content/pdf/10.1007/s11217-022-09856-2.pdf

Reference81 articles.

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2. Allard, A. C., and N. Santoro. 2006. Troubling identities: Teacher education students’ constructions of class and ethnicity. Cambridge Journal of Education 36 (1): 115–129. https://doi.org/10.1080/03057640500491021.

3. Ball, D., and F. Forzani. 2009. The work of teaching and the challenge for teacher education. Journal of Teacher Education 60 (5): 497–511. https://doi.org/10.1177/0022487109348479.

4. Ball, D., and F. Forzani. 2011. Building a common core for learning to teach: And connecting professional learning to practice. American Educator 35 (2): 17–39.

5. Banks, J. A. 2008. Diversity, group identity, and citizenship education in a global age. Educational Researcher 37 (3): 129–139. https://doi.org/10.3102/0013189X08317501.

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