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Journal of Education for Teaching
International research and pedagogy
Volume 48, 2022 - Issue 4: Learning from COVID-19: continuity or change in teacher education?
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Research Article

Disorienting dilemmas and transformative learning for school placement teacher educators during COVID-19: challenges and possibilities

Ann-Marie Younga University of LimerickCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-1050-7924
ORCID Icon,
Melanie Ní Dhuinnb Marino Institute of EducationORCID Iconhttps://orcid.org/0000-0003-2150-6724
ORCID Icon,
Eamonn Mitchellc Mary Immaculate CollegeORCID Iconhttps://orcid.org/0000-0002-6056-3513
ORCID Icon,
Neil Ó Conaillc Mary Immaculate College
&
Julie Uí Choistealbhab Marino Institute of Education
Pages 459-474 | Received 19 Jan 2022, Accepted 23 May 2022, Published online: 30 May 2022

Citations (4)

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Read on this site (2)

Eamonn Mitchell, Ann Marie Young, Michaela Hayes & Derbhile de Paor. (2023) A moral madness between policy and practice in the caring role of the cooperating teacher in school placement in Ireland. European Journal of Teacher Education 0:0, pages 1-17.
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Aoife Brennan, Anna Logan, Caitriona Pennycook, Alan Gorman & Dylan Scanlon. Collaborative self-study in higher education: lessons from redesigning school placement during the pandemic. Journal of Education for Teaching 0:0, pages 1-15.
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Articles from other publishers (2)

Collette Christoffers, Sara Bano & Melissa Gorz. (2023) COVID-19 and Collective Transformation: Changes in Online Nursing Faculty Pedagogical Practices. Journal of Transformative Education 22:2, pages 180-200.
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Muna Alosaimi. (2023) Language teachers’ identity development post COVID-19: a transformative learning perspective. Frontiers in Education 8.
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