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Katharina Heissenberger & Marlies Matischek-Jauk. (2020) “It’s worth it”1 practitioner research as a tool of professional learning: starting points, conclusions and benefits from the perspective of teacher-students. Educational Action Research 28:4, pages 561-578.
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April S. Salerno & Natasha A. Heny. (2016) “It’s just really not me”: How pre-service English teachers from a traditional teacher education program experience student-teaching in charter-school networks. Cogent Education 3:1.
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Mary E. Brenner, Julie A. Bianchini & Hilary A. Dwyer. (2016) Science and Mathematics Teachers Working Toward Equity Through Teacher Research: Tracing Changes Across Their Research Process and Equity Views. Journal of Science Teacher Education 27:8, pages 819-845.
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April S. Salerno & Amanda K. Kibler. (2016) “This Group of Difficult Kids”: The Discourse Preservice English Teachers Use to Label Students. Journal of Education for Students Placed at Risk (JESPAR) 21:4, pages 261-278.
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Articles from other publishers (5)
Abd. Basir, Salamah, Suriagiri, Mudhiah & Mohammad Ahmad Bani Amer. (2022) Teacher Guidance in the Digitalization Era: Efforts to Improve Student Achievement by Strengthening Online Sourced Learning Materials. Jurnal Iqra' : Kajian Ilmu Pendidikan 7:2, pages 15-28.
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Catherine Lammert. 2021. Teacher Education in the 21st Century - Emerging Skills for a Changing World. Teacher Education in the 21st Century - Emerging Skills for a Changing World.
James Rigney, Nancy Fichtman Dana & Rik Vanderhauwaert. (2021) Cross-country collaboration in pursuit of powerful teacher professional learning: Lessons from the European Union. Teaching and Teacher Education 97, pages 103212.
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Logan Rutten. (2021) Toward a theory of action for practitioner inquiry as professional development in preservice teacher education. Teaching and Teacher Education 97, pages 103194.
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April S. Salerno & Amanda K. Kibler. (2018) Relational Challenges and Breakthroughs: How Pre-Service English Teachers’ Figured Worlds Impact Their Relationships with Students. Teachers College Record: The Voice of Scholarship in Education 120:6, pages 1-36.
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