Tipping the Balance from Expert to Facilitator: Examining Myths about Being a Teacher Educator-Reference-Cited by-同舟云学术

Tipping the Balance from Expert to Facilitator: Examining Myths about Being a Teacher Educator

Published:2014-01-02 Issue:1 Volume:10 Page:70-85
ISSN:1742-5964
Container-title:Studying Teacher Education
language:en
Short-container-title:Studying Teacher Education

Author:

Beeman-Cadwallader Nicole,Buck Gayle,Trauth-Nare Amy

Publisher

Informa UK Limited

Subject

Education

Link

http://www.tandfonline.com/doi/pdf/10.1080/17425964.2013.864967

Reference40 articles.

1. Student-teachers’ Dialectically Developed Motivation for Promoting Student-led Science Projects

2. Berry, A. (2004). Self-study in teaching about teaching. In J. J.Loughran, M. L.Hamilton, V. K.LaBoskey, & T.Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 1295–1332). Dordrecht: Springer.

3. Berry, A. (2007a). Tensions in teaching about teaching: Understanding practice as a teacher educator. Dordrecht: Springer.

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

5. Cultural Myths in the Making of a Teacher: Biography and Social Structure in Teacher Education

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2. Promoting Student Agency in Science Inquiry: A Self-Study of Relational Pedagogical Practices in Science Teacher Education;Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research;2016

3. Garnering the Experiences and Understandings Emerging from Self-Studies in Science Teacher Education;Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research;2016