Quality Assurance Through Collaborative Inquiry Among Teacher Educators
Author:
Publisher
Springer Nature Singapore
Link
https://link.springer.com/content/pdf/10.1007/978-981-16-8679-5_209
Reference9 articles.
1. Cochran-Smith, M., Carney, M. C., Keefe, E. S., Burton, S., Chang, W. C., Fernández, M. B., Sánchez, J. G., & Baker, M. (2018). Reclaiming accountability in teacher education. New York: Teachers College Press.
2. Donovan, M. K., & Cannon, S. O. (2018). The university supervisor, edTPA, and the new making of the teacher. Education Policy Analysis Archives, 26(28), 1–30. https://doi.org/10.14507/epaa.26.2849.
3. Edwards, A. (2011). Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in systems of distributed expertise. International Journal of Educational Research, 50(1), 33–39.
4. Edwards-Groves, C. J. (2013). Creating spaces for critical transformative dialogues: Legitimising discussion groups as professional practice. Australian Journal of Teacher Education, 38(12), 17. https://doi.org/10.14221/ajte.2013v38n12.1.
5. Hardy, I. (2010). Teacher talk: Flexible delivery and academics’ praxis in an Australian university. International Journal for Academic Development, 15(2), 131–142. https://doi.org/10.1080/13601441003738277.
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