Being, becoming and sustaining: learning professional learning in teacher education
Author:
Affiliation:
1. Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/19415257.2023.2291360
Reference31 articles.
1. Bayne, S., et al., 2020. The manifesto for teaching online. Cambridge: MIT Press.
2. Student teachers’ experiences of action research-based projects: two cases within pre-service teacher education in Finland
3. Biesta, G., 2015. How does a competent teacher become a good teacher? On judgement, wisdom and virtuosity in teaching and teacher education. In: R. Heilbronn and L. Foreman-Peck, eds. Philosophical perspectives on the future of teacher education. Oxford: Wiley Blackwell, 3–22.
4. Fessler, R. and Christensen, J.C., 1992. The teacher career cycle. Understanding and guiding the professional development of teachers. Massachusetts: Allyn and Bacon.
5. Forsman, L., et al., 2014. From transmission to site based professional development – on the art of combining research with facilitation. In: K. Rönnerman and P. Salo, eds. Lost in practice: transforming Nordic educational action research. Rotterdam: Sense Publishers, 113–132.
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