A Study of Teacher Educators’ Work: Complexity and Confrontation-Reference-Cited by-同舟云学术

A Study of Teacher Educators’ Work: Complexity and Confrontation

Published:2023-02-22 Issue:4 Volume:87 Page:334-346
ISSN:0013-1725
Container-title:The Educational Forum
language:en
Short-container-title:The Educational Forum

Author:

McDonough Sharon¹^ORCID,Brandenburg Robyn¹^ORCID,Moran Wendy²

Affiliation:

1. Institute of Education, Arts and Community, Federation University Australia, Ballarat, Victoria, Australia

2. Centre for Education Statistics and Evaluation, NSW Department of Education, Parramatta, New South Wales, Australia

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/00131725.2023.2172499

Reference31 articles.

1. Reconceptualizing Teacher Educator Knowledge as Tensions: Exploring the tension between valuing and reconstructing experience

2. Powerful Pedagogy

3. Brandenburg, R., Berry, A., & Senese, J. (2008). Axioms, assumptions and tensions: Unveiling knowledge developed through self-study [Paper presentation]. Paper presented at the 7th International Conference on Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England.

4. Brandenburg, R., McDonough, S., & Moran, W. (2016). From pedagogical confrontations to pedagogical invitations: A self-study of teacher educators’ work [Paper presentation]. Paper presented at the 11th International Conference on Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England. (July 31–August 4).

5. Brookfield, S. D. (1995). Becoming a critically reflective teacher. John Wiley and Sons, Inc.

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