Nurturing inclusivity and professional growth among vocational teachers through communities of practice
Author:
Affiliation:
1. Department of teacher education, Norwegian University of Science and Technology, Trondheim, Norway
Publisher
Informa UK Limited
Subject
Education,Cultural Studies
Link
https://www.tandfonline.com/doi/pdf/10.1080/14681366.2023.2268108
Reference48 articles.
1. Being a Vocational Teacher in Sweden: Navigating the Regime of Competence for Vocational Teachers
2. Communities of practice and the construction of learners in post-compulsory education and training
3. Higher education, social class and the mobilisation of capitals: recognising and playing the game
4. The Professional Development of Teachers in Higher Education: Structures, Methods and Responsibilities
5. Berg, M., and B. K. Seeber. 2016. The Slow Professor: Challenging the Culture of Speed in the Academy. Toronto: University of Toronto Press.
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1. Roles of science and research in vocational teacher preparation: A case study from a Norwegian VET teacher programme;Nordic Journal of Vocational Education and Training;2024-09-03
2. Pathways to higher education for vocationally qualified students. The case of Norway;Nordic Journal of Studies in Educational Policy;2024-07-27
3. Portion coherence: enhancing the relevance of introductory courses in teacher education;Frontiers in Education;2024-07-05
4. The Academic Citizen Scholar;The Contemporary Scholar in Higher Education;2024
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