How do on-site teacher educators approach professional development? A study of insider/outsider hybridity-Reference-Cited by-同舟云学术

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How do on-site teacher educators approach professional development? A study of insider/outsider hybridity

Published:2023-11-06 Issue: Volume: Page:1-19
ISSN:1554-480X
Container-title:Pedagogies: An International Journal
language:en
Short-container-title:Pedagogies: An International Journal

Author:

Lammert Catherine¹^ORCID,Akuoko Eric Antwi²^ORCID,Suh Jee Kyung³,Hand Brian²,Fulmer Gavin²⁴

Affiliation:

1. Department of Teacher Education, Texas Tech University, Lubbock, TX, USA

2. Department of Teaching and Learning, University of Iowa, Iowa City, IA, USA

3. Department of Curriculum and Instruction, University of Alabama, Tuscaloosa, AL, USA

4. Senior Research Scientist at NWEA, Portland, OR, USA

Funder

National Science Foundation

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/1554480X.2023.2276772

Reference47 articles.

1. Aronowitz, S., & Giroux, H. A. (1987). Education under siege: The conservative, liberal and radical debate over schooling. Routledge.

2. Biesta, G. (2017). The rediscovery of teaching. Taylor & Francis.

3. Professional Development and Teacher Learning: Mapping the Terrain

4. Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity

5. Authority, Status, and the Dynamics of Insider–Outsider Partnerships at the District Level

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