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Theory Into Practice Volume 35, 1996 - Issue 3: The Challenges of School/University Collaboration
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Original Articles

Educating teachers together: Teachers as learners, talkers, and collaborators

D. Kay Johnston Teacher at the Hamilton Central School
,
Russell Duvernoy Teacher at the Hamilton Central School, Hamilton, New York
,
Patricia McGill Teacher at the Hamilton Central School, Hamilton, New York
&
Julia Fressola Will Teacher at the Hamilton Central School, Hamilton, New York
Pages 173-178 | Published online: 05 Nov 2009

Citations (10)

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Read on this site (6)

Sébastien Chalies, Ziyin Xiong & Rebecca Matthews. (2021) Mentoring and building professional competences of pre-service teachers: theoretical proposals and empirical illustrations. Professional Development in Education 47:5, pages 796-814.
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Ji Ji Lawley, Jenifer Moore & Almir Smajic. (2014) Effective Communication Between Preservice and Cooperating Teachers. The New Educator 10:2, pages 153-162.
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DeborahS. Yost, Robert Vogel & LingL. Liang. (2009) Embedded teacher leadership: support for a site‐based model of professional development. International Journal of Leadership in Education 12:4, pages 409-433.
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Deborah S. Yost & Robert Vogel. (2007) Urban Professional Development Working to Create Successful Teachers and Achieving Students. Middle School Journal 38:3, pages 34-40.
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CarolA. Mullen, Maurice Holt, K. E. Shaw & Allen Parratt. (2000) Book Reviews. Teacher Development 4:3, pages 437-454.
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Carol A. Mullen. (2000) Constructing Co-Mentoring Partnerships: Walkways We Must Travel. Theory Into Practice 39:1, pages 4-11.
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Articles from other publishers (4)

Gavin W. Fulmer & Ling L. Liang. (2012) Measuring Model-Based High School Science Instruction: Development and Application of a Student Survey. Journal of Science Education and Technology 22:1, pages 37-46.
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Jenny L. Ferrier-Kerr. (2009) Establishing professional relationships in practicum settings. Teaching and Teacher Education 25:6, pages 790-797.
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Sébastien Chaliès, Solange Cartaut, Guillaume Escalie & Marc Durand. (2009) L’utilité du tutorat pour de jeunes enseignants : la preuve par 20 ans d’expérienceThe usefulness of the mentoring system for young teachers: the evidence of a 20 years’ experienceLa utilidad del tutorado para jóvenes docentes: la prueba por 20 años de experienciaDie Nützlichkeit des Tutorats für junge Lehrer: der Beweis durch eine zwanzigjährige Erfahrung. Recherche & formation:61, pages 85-129.
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Carol Mullen. (2000) Teaching and learning through critical reflective practice. Teacher Development 4:3, pages 437-454.
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