Conceptualising triadic mentoring as discursive practice: positioning theory and frame analysis-Reference-Cited by-同舟云学术

Conceptualising triadic mentoring as discursive practice: positioning theory and frame analysis

Published:2021-10-04 Issue: Volume: Page:1-17
ISSN:0261-9768
Container-title:European Journal of Teacher Education
language:en
Short-container-title:European Journal of Teacher Education

Author:

Bruneel Steven¹^ORCID,Vanassche Eline¹^ORCID

Affiliation:

1. KU Leuven, Campus Kulak, Faculty of Psychology and Educational Sciences, B-3000 Leuven, Belgium

Funder

Internal Funds KU Leuven

Marie Skłodowska-Curie Actions, European Commission

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/02619768.2021.1985456

Reference60 articles.

1. Applying positioning theory to the analysis of classroom interactions: Mediating micro-identities, macro-kinds, and ideologies of knowing

2. Framing Processes and Social Movements: An Overview and Assessment

3. Triadic mentoring in early childhood teacher education: the role of relational agency

4. Brown, T., H. Rowley, and K. Smith. 2015. The Beginnings of School Led Teacher Training: New Challenges for University Teacher Education. School Direct Research Project Final Report. Accessed 18 June 2020. https://e-space.mmu.ac.uk/602385/2/School%20Direct%20Research%20Report.pdf

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