Citations (47)
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Lily Orland‐Barak & Hayuta Yinon. (2005) Sometimes a novice and sometimes an expert: mentors’ professional expertise as revealed through their stories of critical incidents. Oxford Review of Education 31:4, pages 557-578.
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PaulienC. Meijer, Nico Verloop & Douwe Beijaard. (2001) Similarities and Differences in Teachers' Practical Knowledge About Teaching Reading Comprehension. The Journal of Educational Research 94:3, pages 171-184.
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Articles from other publishers (32)
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Dizem Can-Kucuk, Sinem Gencer & Huseyin Akkus. (2022) Development of pre-service chemistry teachers’ pedagogical content knowledge through mentoring. Chemistry Education Research and Practice 23:3, pages 599-615.
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Betul Ekiz-Kiran, Yezdan Boz & Elif Selcan Oztay. (2021) Development of pre-service teachers’ pedagogical content knowledge through a PCK-based school experience course. Chemistry Education Research and Practice 22:2, pages 415-430.
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Lilach Naishtat-Bornstein & Nurit Dvir. (2019) ‘Kareen's Class of Torture’—A case study of a student's personal writing. Teaching and Teacher Education 86, pages 102885.
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Munsuk Go & Jeonghee Nam. (2013) The Change in Beginning Science Teachers' Reflective Practice in their Teaching Performance through Collaborative Mentoring. Journal of The Korean Association For Science Education 33:1, pages 94-113.
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Lily Orland-Barak & Ronit Hasin. (2010) Exemplary mentors' perspectives towards mentoring across mentoring contexts: Lessons from collective case studies. Teaching and Teacher Education 26:3, pages 427-437.
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Isabel Rots & Antonia Aelterman. (2008) Two Profiles of Teacher Education Graduates: A Discriminant Analysis of Teaching Commitment. European Educational Research Journal 7:4, pages 523-534.
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Kari Smith & Rune Krumsvik. (2016) Video Papers — A Means for Documenting Practitioners' Reflections on Practical Experiences: The Story of Two Teacher Educators. Research in Comparative and International Education 2:4, pages 272-282.
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Isabel Rots, Antonia Aelterman, Peter Vlerick & Katrien Vermeulen. (2007) Teacher education, graduates’ teaching commitment and entrance into the teaching profession. Teaching and Teacher Education 23:5, pages 543-556.
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Kari Smith. (2005) Teacher educators’ expertise: what do novice teachers and teacher educators say?. Teaching and Teacher Education 21:2, pages 177-192.
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Paul F. Conway & Christopher M. Clark. (2003) The journey inward and outward: a re-examination of Fuller's concerns-based model of teacher development. Teaching and Teacher Education 19:5, pages 465-482.
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Paulien C. Meijer, Anneke Zanting & Nico Verloop. (2016) How Can Student Teachers Elicit Experienced Teachers’ Practical Knowledge?. Journal of Teacher Education 53:5, pages 406-419.
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Jan H. Van Driel, Onno De Jong & Nico Verloop. (2002) The development of preservice chemistry teachers' pedagogical content knowledge. Science Education 86:4, pages 572-590.
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Peter Cope & Christine Stephen. (2001) A role for practising teachers in initial teacher education. Teaching and Teacher Education 17:8, pages 913-924.
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