Balancing Process and Outcomes to Further Collaboration Among Teacher Education Faculty in a Self-Study Learning Group
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Publisher
Springer Nature Singapore
Link
https://link.springer.com/content/pdf/10.1007/978-981-16-2681-4_12
Reference32 articles.
1. Ayieko, R. A. (2018). Identifying tensions and striving to improve international mathematics teacher educators’ practice through self-study. In J. K. Ritter, M. Lunenberg, K. Pithouse-Morgan, A. P. Samaras, & E. Vanassche (Eds.), Teaching, learning, and enacting of self-study methodology (pp. 35–42). Springer.
2. Bullough, R. V., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational researcher, 30(3), 13–21.
3. Bullough, R. V., & Pinnegar, S. (2004). Thinking about the thinking about self-study: An analysis of eight chapters. In International handbook of self-study of teaching and teacher education practices (pp. 313–342). Springer.
4. Butler, B. M., Burns, E. A., Frierman, C., Hawthorne, K., Innes, A., & Parrott, J. A. (2014). The impact of a pedagogy of teacher education seminar on educator and future teacher educator identities. Studying Teacher Education, 10(3), 255–274.
5. Chao, X. (2018). Self-study is not “self:” Researching lived experience in teacher educator development. In J. K. Ritter, M. Lunenberg, K. Pithouse-Morgan, A. P. Samaras, & E. Vanassche (Eds.), Teaching, learning, and enacting of self-study methodology (pp. 43–48). Springer.
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