Using the Theory of Practice Architectures to Explore VET in Schools Teachers’ Pedagogy-Reference-Cited by-同舟云学术

Using the Theory of Practice Architectures to Explore VET in Schools Teachers’ Pedagogy

Published:2016-12-21 Issue: Volume: Page:121-138
ISSN:
Container-title:Exploring Education and Professional Practice
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Author:

Green Annette,Brennan Kemmis Roslin,Choy Sarojni,Henning Loeb Ingrid

Publisher

Springer Singapore

Link

http://link.springer.com/content/pdf/10.1007/978-981-10-2219-7_7

Reference29 articles.

1. Allen, S. (2007). Joining school communities of practice: Career changer teacher identity transitions. ProQuest dissertations and theses. Baltimore County: University of Maryland. Retrieved from http://ezproxy.library.usyd.edu.au/login?url=http://search.proquest.com/docview/304758425?accountid=14757 .

2. Anthony, G., & Ord, K. (2008). Change-of- career secondary teachers: Motivations, expectations and intentions. Asia-Pacific Journal of Teacher Education, 36(4), 359–376.

3. Billett, S. (2004). Workplace participatory practices: Conceptualising workplaces as learning environments. Journal of Workplace Learning, 16(5/6), 312–324.

4. Brennan Kemmis, R. (2008). Freedom for praxis: An unburied and unforgotten tradition. In S. Kemmis & T. J. Smith (Eds.), Enabling praxis: Challenges for education (pp. 195–215). Rotterdam: Sense.

5. Brennan Kemmis, R., & Green, A. (2013). Vocational education and training teachers’ perceptions of their pedagogy. International Journal of Training Research, 11(2), 101–121.

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