Pre-service Teachers’ conceptions of their own learning: does context make a difference?-Reference-Cited by-同舟云学术

Pre-service Teachers’ conceptions of their own learning: does context make a difference?

Published:2020-06-01 Issue:6 Volume:36 Page:682-703
ISSN:0267-1522
Container-title:Research Papers in Education
language:en
Short-container-title:Research Papers in Education

Author:

Lofthouse Rachel¹^ORCID,Greenway Celia²,Davies Peter²³^ORCID,Davies Dan⁴,Lundholm Cecilia³

Affiliation:

1. Carnegie School of Education, Leeds Beckett University, Leeds, UK

2. School of Education, University of Birmingham, Birmingham, UK

3. Department of Humanities and Social Science Education, Stockholm University, Stockholm, Sweden

4. School of Management, University of Bath, Bath, UK

Funder

funding agencies

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/02671522.2020.1767181

Reference63 articles.

1. Growing and Developing as a University Teacher--Variation in Meaning

2. BERA (British Educational Research Association) (2011). “Ethical guidelines for Educational Research.” Retrieved from https://www.bera.ac.uk/researchers-resources/resources-for-researchers

3. Complex by Design

4. What and how do student teachers learn during school-based teacher education

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