‘Is there anything more to professionalism than knowledge?’—relating theory and practice in a university-based institutionalisation of a third space for preservice teachers-Reference-Cited by-同舟云学术

‘Is there anything more to professionalism than knowledge?’—relating theory and practice in a university-based institutionalisation of a third space for preservice teachers

Published:2022-10-05 Issue:5 Volume:30 Page:606-633
ISSN:1361-1267
Container-title:Mentoring & Tutoring: Partnership in Learning
language:en
Short-container-title:Mentoring & Tutoring: Partnership in Learning

Author:

Lejonberg Eli¹,Hatlevik Ida Katrine R¹

Affiliation:

1. Department of Teacher Education and School Research, Faculty of Educational Sciences, University of Oslo, Oslo, Norway

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13611267.2022.2127259

Reference64 articles.

1. Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace

2. Aspfors, J. (2012). Induction practices: Experiences of newly qualified teachers. Retrieved from: https://www.doria.fi/handle/10024/85054

3. Mentors and Protégés: Power-Dependent Dyads*

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