Continuity, change and challenge: unearthing the (fr)agility of teacher education

Oliver McGarra School of Education, University of Limerick, Limerick, IrelandCorrespondence[email protected]

https://orcid.org/0000-0002-1592-2097

Rowena Passyb Plymouth Institute of Education, University of Plymouth, Plymouth, UK

Jean Murrayc School of Education and Communities, University of East London, London, UK

Honggang Liud School of Foreign Languages, Soochow University, Suzhou, Jiangsu Province, China

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Erik Straume Bussesund, Bård Ketil Engen & Oliver McGarr. Digital compliance or professional competence? Representations of teachers and digital futures in the Norwegian Qualification Framework. Learning, Media and Technology 0:0, pages 1-14.
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Fredrik Mørk Røkenes, Johan Kristian Andreasen, Toril Aagaard, Ilka Nagel, Synnøve Hedemann Amdam, Cathrine Pedersen & Karl Solbue Vika. (2023) Digital nødundervisning under covid-19-nedstengning. Nordic Journal of Digital Literacy 18:4, pages 234-245.
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Honggang Liu, Siyu Duan & Wenxiu Chu. (2022) Unraveling EFL Teacher Buoyancy in Online Teaching: An Ecological Perspective. International Journal of Environmental Research and Public Health 20:1, pages 613.
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Continuity, change and challenge: unearthing the (fr)agility of teacher education

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Continuity, change and challenge: unearthing the (fr)agility of teacher education

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