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Educational Action Research
Connecting Research and Practice for Professionals and Communities
Volume 28, 2020 - Issue 2
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Articles

Feedback sessions as mediation spaces: empowering teacher candidates to deepen instructional knowledge and engage in the construction and transformation of theory in practice

Sarina Chugani MolinaTESOL, Literacy, & Culture Program, Department of Learning and Teaching, University of San Diego, San Diego, CA, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-7989-3002
ORCID Icon &
Joi A. SpencerTESOL, Literacy, & Culture Program, Department of Learning and Teaching, University of San Diego, San Diego, CA, USA
Pages 258-274 | Received 08 Jan 2018, Accepted 10 Dec 2018, Published online: 18 Jan 2019

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Read on this site (1)

Carles Monereo & Hubert Hermans. (2023) Education and dialogical self: state of art (Educación y yo dialógico: estado de la cuestión). Journal for the Study of Education and Development 46:3, pages 445-491.
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Articles from other publishers (1)

Omar Andrés Aravena Kenigs, María Elena Mellado Hernández & Manuel Montanero Fernández. (2023) Influencia de la rúbrica en la calidad de la retroalimentación del desempeño docente en aula. Revista Electrónica de Investigación Educativa 25, pages 1-16.
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