Changes in sensed dis/continuity in the development of student teachers throughout teacher education
Author:
Affiliation:
1. Department of Education, Utrecht University, Utrecht, The Netherlands
2. Graduate School of Teaching, Leiden University, Leiden, The Netherlands
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/02619768.2018.1448782
Reference32 articles.
1. A dialogical approach to conceptualizing teacher identity
2. Teacher Identity Discourses
3. The SAGE Handbook of Research on Teacher Education
4. Reconsidering research on teachers’ professional identity
5. Thriving not just surviving: A review of research on teacher resilience
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1.学者识别学者识别
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