Using zone theory to understand teacher identity as an embedder-of-numeracy: an analytical framework-Reference-Cited by-同舟云学术

Using zone theory to understand teacher identity as an embedder-of-numeracy: an analytical framework

Published:2020-10-07 Issue: Volume: Page:1-16
ISSN:1359-866X
Container-title:Asia-Pacific Journal of Teacher Education
language:en
Short-container-title:Asia-Pacific Journal of Teacher Education

Author:

Bennison Anne¹^ORCID

Affiliation:

1. School of Education, University of the Sunshine Coast, Caboolture, Australia

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/1359866X.2020.1828821

Reference42 articles.

1. Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.). Australian Curriculum. Retrieved May 27, 2020, from http://www.australiancurriculum.edu.au/

2. Australian Institute of Teaching and School Leadership (AITSL). (2017). Australian Professional Standards for Teachers. Retrieved from https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdf

3. Assessment reform in South Africa: opening up or closing spaces for teachers?

4. Understanding teacher identity: an overview of issues in the literature and implications for teacher education

5. Reconsidering research on teachers’ professional identity

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