Dichotomous and Multifaceted: Teacher Educators’ Understanding of Professional Knowledge in Research-based Teacher Education-Reference-Cited by-同舟云学术

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Dichotomous and Multifaceted: Teacher Educators’ Understanding of Professional Knowledge in Research-based Teacher Education

Published:2021-08-17 Issue: Volume: Page:1-15
ISSN:0031-3831
Container-title:Scandinavian Journal of Educational Research
language:en
Short-container-title:Scandinavian Journal of Educational Research

Author:

Jegstad Kirsti Marie¹^ORCID,Fiskum Tove Anita²^ORCID,Aspfors Jessica²³^ORCID,Eklund Gunilla¹³^ORCID

Affiliation:

1. Department of Primary and Secondary Teacher Education, OsloMet – Oslo Metropolitan University, Oslo, Norway

2. Faculty of Education and Arts, Nord University, Levanger, Norway

3. Faculty of Education and Welfare Studies, Åbo Akademi University, Bodo, Finland

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/00313831.2021.1958255

Reference49 articles.

1. Getting the fish out of the water: Considering benefits and problems of doing research on teacher education at an international level

Cited by 11 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Towards an Integrated Model for Orienting Preservice Science Teachers for 21st-Century Teaching;International Educational Review;2024-07-15

2. Building aspiring teachers' capabilities, professional and skill development: Auspice to quality teaching practice in technical vocational education and training institutions;European Journal of Education;2024-04-30

3. A Systematic Review of Literature of Teacher Educators’ Knowledge;Teaching, Occupational and Further Education;2024

4. Obstacles to foreign language teacher educators’ research development: a phenomenological study from China;Asia-Pacific Journal of Teacher Education;2023-07-04

5. Polyphonic agency as precondition for teachers’ research literacy;Educational Philosophy and Theory;2023-06-23

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