Tracing theoretical concepts in student/teacher conversations during a practicum
Author:
Affiliation:
1. Faculty of Arts and Education, University of Stavanger, Norway
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/1350293X.2024.2352065
Reference29 articles.
1. Bjerkholt E. 2013. Åpning av lukkede rom - en kvalitativ studie av innholdet og dialogene i veiledningssamtaler mellom nyudannede lærere og lokale veiledere. [Opening closed spaces - a qualitative study of the content and dialogues in mentoring conversations between newly graduated teachers and local supervisors ] Universitetet i Oslo.
2. Bjerkholt E. E. Ødegaard K. Søndenå and F. R. Hjardemaal. 2015. Hvordan kan veiledningssamtaler åpne for kritisk tenkning? [How can mentoring conversations open up critical thinking?] Uniped. http://hdl.handle.net/11250/2438214.
3. Teachers’ Language Use in Multilingual Head Start Classrooms: Implications for Dual Language Learners
4. Colnerud G. and K. Granström. 2015. Respekt för lärarprofessionen - om lärares yrkesspråk och yrkestetik [Respect for the teaching profession - about teachers’ professional language and professional ethics] (4th ed.). Liber AB.
5. Dale, E. L. 1993. Den profesjonelle skole. [The professional school.] Oslo: Gyldendal.
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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