‘Not fully coordinated’: the loosely coupled paradigm as a framework for understanding relationships of educators in teacher education programmes-Reference-Cited by-同舟云学术

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‘Not fully coordinated’: the loosely coupled paradigm as a framework for understanding relationships of educators in teacher education programmes

Published:2023-12-28 Issue: Volume: Page:1-18
ISSN:0260-7476
Container-title:Journal of Education for Teaching
language:en
Short-container-title:Journal of Education for Teaching

Author:

Grinshtain Yael¹,Avidov-Ungar Orit²,Shaked Haim³,Livneh Idit⁴,Nikritin Daniel⁵

Affiliation:

1. Education, Tel-Hai College Faculty Social Sciences and Humanities, Kiryat Shemona, Israel

2. Education, Achva Academic College, Shikmim, Israel

3. Education, Hemdat Hadarom College of Education, Netivot, Israel

4. Education, The Academic College Levinsky-Wingate, Netanya, Israel

5. Education, Hemdat Hadarom Academic College of Education, Netivot, Israel

Funder

MOFET Institute

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/02607476.2023.2299440

Reference51 articles.

1. Advancing Critical and Culturally Relevant Experiential Learning: Preparing Future Educators in Collaboration with Cooperating Teachers to Support STEM Engagement in Urban Schools

2. Organizational couplings: a literature review

3. The Effect of the Teachers' Training Model "Academy- Class" on the Teacher Students' Professional Development from Students' Perspectives

4. Teaching as a Clinical Profession: Adapting the Medical Model

5. Bernard, H. R., A. Wutich, and G. W. Ryan. 2017. Analyzing Qualitative Data: Systematic Approaches. Thousand Oaks: Sage.

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