Continuous Collaborative Self-Study in a Multicultural Teacher Education Program

Author:

Turniansky Bobbie,Friling Dina,Tuval Smadar

Publisher

Springer Singapore

Reference57 articles.

1. Anzaldua, G. (2007). Borderlands/La frontera: The new mestiza (3rd ed.). San Francisco: Aunt Lute Books.

2. Ashford, B., & Johnson, S. (2001). Which hat to wear? The relative salience of multiple identities in organizational contexts. In M. A. Hogg & D. J. Terry (Eds.), Social identity processes in organizational contexts (pp. 31–48). Philadelphia, PA: Psychology Press.

3. Assaf, L. C., Garza, R., & Battle, J. (2010). Multicultural teacher education: Examining the perceptions, practices, and coherence in one teacher preparation program. Teacher Education Quarterly, 37(2), 115–135.

4. Barak, J., Gidron, A., & Turniansky, B. with the collaboration of Arafat, A., Friling, D., Mansur, R., Simca, M., Tuval, S., & Weinberger, T. (2010). “Without stones there is no arch”: A study of professional development of teacher educators as a team. Professional Development in Education, 36(1–2), 275–287.

5. Barak, J., Tuval, S., Turniansky, B., Glassner, A., & Arafat, A. (2016). Heard and unheard voices in a multicultural teacher education environment. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 353–360). Herstmonceux: S-STEP.

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