Developing teachers: adopting observation tools that suspend judgement to stimulate evidence-informed dialogue during the teaching practicum to enrich teacher professional development-Reference-Cited by-同舟云学术

Developing teachers: adopting observation tools that suspend judgement to stimulate evidence-informed dialogue during the teaching practicum to enrich teacher professional development

Published:2020-01-09 Issue: Volume: Page:1-15
ISSN:1941-5257
Container-title:Professional Development in Education
language:en
Short-container-title:Professional Development in Education

Author:

Windsor Sally¹^ORCID,Kriewaldt Jeana²^ORCID,Nash Melanie³^ORCID,Lilja Annika¹^ORCID,Thornton Jane⁴

Affiliation:

1. Department of Pedagogical, Curricular and Professional Studies, Gothenburg University, Gothenburg, Sweden

2. Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia

3. School of Education, RMIT University, Melbourne, Australia

4. Department of Education and Training Victoria, Melbourne, Australia

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/19415257.2020.1712452

Reference48 articles.

1. Affordances of teacher professional learning in secondary schools

2. The Interconnectedness of the Roles of Mentors and Mentees in Pre-service Teacher Education Mentoring Relationships

3. Observation and Teacher Quality

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