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International Research in Geographical and Environmental Education Volume 29, 2020 - Issue 2
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How do geography teachers notice critical incidents during instruction?

Nina ScholtenFakultät für Erziehungswissenschaft, Geography Education, Universität Hamburg, Hamburg, Germany; Correspondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-6987-0993
ORCID Icon,
Dietmar HötteckeFakultät für Erziehungswissenschaft, Physics Education, Universität Hamburg, Hamburg, Germany
&
Sandra SprengerFakultät für Erziehungswissenschaft, Geography Education, Universität Hamburg, Hamburg, Germany; ORCID Iconhttp://orcid.org/0000-0002-9599-8103
ORCID Icon
Pages 163-177 | Published online: 11 Oct 2019

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Carina Wöhlke & Dietmar Höttecke. (2022) Teachers’ professional vision in teaching physics – a validation study. International Journal of Science Education 44:15, pages 2306-2329.
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Steven Puttick & Nicola Warren-Lee. (2021) Geography mentors’ written lesson observation feedback during initial teacher education. International Research in Geographical and Environmental Education 30:2, pages 95-111.
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Articles from other publishers (2)

Jason Anderson & Gülden Taner. (2023) Building the expert teacher prototype: A metasummary of teacher expertise studies in primary and secondary education. Educational Research Review 38, pages 100485.
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Maxie Kilbury, Anja Böhnke & Felicitas Thiel. (2023) Producing Staged Videos for Teacher Education: Development and Content Validation of Video Scripts on the Topic of Handling Classroom Disruptions. Education Sciences 13:1, pages 56.
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