Citations (27)
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Anne Grethe Baustad, Wenche Rønning & Elisabeth Bjørnestad. (2020) Norwegian ECEC staff’s thinking on quality of interaction. Early Child Development and Care 190:12, pages 1969-1982.
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Deborah Pope. (2019) Subject knowledge for primary teaching: the influence of the personal dimension on beginning primary teachers’ conceptualisations and interpretations. Education 3-13 47:3, pages 293-307.
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David H. Johnston. (2016) ‘Sitting alone in the staffroom contemplating my future’: communities of practice, legitimate peripheral participation and student teachers’ experiences of problematic school placements as guests. Cambridge Journal of Education 46:4, pages 533-551.
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Alexandra Woodgate-Jones. (2012) The student teacher and the school community of practice: an exploration of the contribution of the legitimate peripheral participant. Educational Review 64:2, pages 145-160.
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Viv Ellis. (2010) Impoverishing experience: the problem of teacher education in England. Journal of Education for Teaching 36:1, pages 105-120.
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Stefano Bertone, Sébastien Chaliès & Eric Flavier. (2009) Teacher training by alternating classroom work and work analysis: from the perspective of a social conception of meaning and action. Teachers and Teaching 15:6, pages 653-667.
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Anne Edwards & Trevor Mutton. (2007) Looking forward: rethinking professional learning through partnership arrangements in Initial Teacher Education. Oxford Review of Education 33:4, pages 503-519.
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Stefano Bertone, Sébastien Chaliès, Anthony Clarke & Jacques Méard. (2006) The Dynamics of Interaction During Post‐lesson Conferences and the Development of Professional Activity: Study of a pre‐service physical education teacher and her co‐operating teacher. Asia-Pacific Journal of Teacher Education 34:2, pages 245-264.
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Anne Edwards
& Lynn Protheroe. (2004) Teaching by proxy: understanding how mentors are positioned in partnerships. Oxford Review of Education 30:2, pages 183-197.
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Anne Edwards. (2001) Researching pedagogy: a sociocultural agenda. Pedagogy, Culture & Society 9:2, pages 161-186.
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Peter Tomlinson. (1999) Conscious Reflection and Implicit Learning in Teacher Preparation. Part II: Implications for a balanced approach. Oxford Review of Education 25:4, pages 533-544.
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Anne Edwards & Jo Warin. (1999) Parental Involvement in Raising the Achievement of Primary School Pupils: Why bother?. Oxford Review of Education 25:3, pages 325-341.
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Anne Edwards. (1998) Mentoring Student Teachers in Primary Schools: assisting student teachers to become learners. European Journal of Teacher Education 21:1, pages 47-62.
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Articles from other publishers (14)
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Corinne Ambroise, Marie-Christine Toczek & Sophie Brunot. (2017) Les enseignants débutants : vécu et transformations. Éducation et socialisation:46.
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Ann Childs, Anne Edwards & Jane McNicholl. 2014. Workplace Learning in Teacher Education. Workplace Learning in Teacher Education
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Stefano Bertone & Frédéric Saujat. (2013) La réflexivité comme instrument de formation par l’alternance et de développement de l’activité professionnelle des enseignantsThe development of professional activity by alternating classroom teaching and reflective analysis. Activites 10:2.
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Rachel Yifat, Sara Zadunaisky-Ehrlich, Sigal Uziel-Karl & Karen Banai. (2012) Reflexive Expressions as Discourse Strategies in Teachers' Talk to Children with Developmental Language Disorders in Language-based Kindergartens. Journal of Interactional Research in Communication Disorders 3:1.
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E. Jayne White. (2009) a Bakhtinian homecoming. Journal of Early Childhood Research 7:3, pages 299-323.
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Stefano Bertone, Sébastien Chaliès & Yves Clot. (2009) Contribution d'une théorie de l'action à la conceptualisation et à l'évaluation des pratiques réflexives dans les dispositifs de formation initiale des enseignants. Le travail humain Vol. 72:2, pages 105-125.
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Andrew J. Hobson, Patricia Ashby, Angi Malderez & Peter D. Tomlinson. (2009) Mentoring beginning teachers: What we know and what we don't. Teaching and Teacher Education 25:1, pages 207-216.
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Paul Hennissen, Frank Crasborn, Niels Brouwer, Fred Korthagen & Theo Bergen. (2008) Mapping mentor teachers’ roles in mentoring dialogues. Educational Research Review 3:2, pages 168-186.
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Kay Mills. 2004. Primary Teacher Education. Primary Teacher Education
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Luc Ria, Carole Sève, Marc Durand & Stefano Bertone. (2006) Indétermination, contradiction et exploration : trois expériences typiques des enseignants débutants en éducation physique. Revue des sciences de l'éducation 30:3, pages 535-554.
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Stefano Bertone, Jacques Méard, Jean-Paul Euzet, Luc Ria & Marc Durand. (2003) Intrapsychic conflict experienced by a preservice teacher during classroom interactions: a case study in physical education. Teaching and Teacher Education 19:1, pages 113-125.
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Anne Edwards & Lynn Ogden. (1998) Constructing curriculum subject knowledge in primary school teacher training. Teaching and Teacher Education 14:7, pages 735-747.
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Anne Edwards. (1998) Research and its influence on learning. Educational and Child Psychology 15:3, pages 86-98.
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