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Articles

‘Paradoxical health education’: learning about health in Kenyan teacher training colleges

Kari Kragh Blume DahlDepartment of Education, Aarhus University, Copenhagen, DenmarkCorrespondence[email protected]
Pages 634-654 | Published online: 20 Jun 2013

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Read on this site (1)

Kari Kragh Blume Dahl. (2020) Mo(ve)ments in professional identification: achieving professional identity and becoming a teacher in Danish and Kenyan teacher education. Compare: A Journal of Comparative and International Education 50:1, pages 123-140.
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Articles from other publishers (5)

Ema Kristina Demir. (2021) The role of social capital for teacher professional learning and student achievement: A systematic literature review. Educational Research Review 33, pages 100391.
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. 2020. Discourses We Live By. Discourses We Live By.
Maria Bruselius-Jensen, Kerry Renwick & Jens Aagaard-Hansen. (2016) Cross-cultural school-based encounters as global health education. Health Education Journal 76:3, pages 349-361.
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Kari K. B. Dahl. (2015) Informal, moralistic health education in Kenyan teacher education and how it influences the professional identity of student-teachers. Research in Comparative and International Education 10:2, pages 167-184.
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Kari Kragh Blume Dahl. (2015) Narrative learning through life: Kenyan teachers’ life-stories and narrative learning, and what this means for their relation to the teaching profession. International Journal of Educational Development 40, pages 145-155.
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