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Teachers and Teaching
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Volume 16, 2010 - Issue 3: Sustaining Teachers in Teaching
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Articles

Writing and professional learning: the uses of autobiography in graduate studies in education

Freema Elbaz‐Luwisch Department of Learning, Instruction and Teacher Education, University of Haifa, Haifa, IsraelCorrespondence[email protected]
Pages 307-327 | Received 10 Oct 2009, Accepted 19 Jan 2010, Published online: 30 Apr 2010

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Minna Uitto, Erkki T. Lassila, Katri Jokikokko, Geert Kelchtermans & Eila Estola. (2023) Using Artefacts in Narrative Pedagogies: a case from beginning teachers’ peer group meetings. European Journal of Teacher Education 46:1, pages 35-49.
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Nurit Dvir & Orna Schatz-Oppenheimer. (2020) Beginning teachers’ narratives, coping with social justice. European Journal of Teacher Education 43:3, pages 318-332.
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Lee Schaefer & D. Jean Clandinin. (2019) Sustaining teachers’ stories to live by: implications for teacher education. Teachers and Teaching 25:1, pages 54-68.
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Katri Jokikokko & Minna Uitto. (2017) The significance of emotions in Finnish teachers’ stories about their intercultural learning. Pedagogy, Culture & Society 25:1, pages 15-29.
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Jennifer Mitton-Kükner. (2016) Time constraints experienced by female teacher researchers in Canada and Turkey: challenges to developing an autonomous professional learning mindset. Professional Development in Education 42:4, pages 628-646.
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Anne Elrod Whitney, Leah A. Zuidema & James Fredricksen. (2014) Understanding teachers’ writing: authority in talk and texts. Teachers and Teaching 20:1, pages 59-73.
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Christine Forde, Margery McMahon & Peter Gronn. (2013) Designing individualised leadership development programmes. School Leadership & Management 33:5, pages 440-456.
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Jennifer Mitton-Kűkner & Çiler Akyűz. (2012) Burrowing into the reciprocal learning collaboration of two instructors in an English-medium university in Turkey. Teacher Development 16:4, pages 425-442.
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Helen Hedges. (2012) Teachers’ funds of knowledge: a challenge to evidence-based practice. Teachers and Teaching 18:1, pages 7-24.
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Freema Elbaz-Luwisch. (2010) Narrative Inquiry: Wakeful Engagement With Educational Experience. Curriculum Inquiry 40:2, pages 263-280.
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Articles from other publishers (5)

Eeva Kaisa Hyry‐Beihammer, Katri Jokikokko & Minna Uitto. (2019) Emotions involved in encountering classroom diversity: Beginning teachers’ stories. British Educational Research Journal 45:6, pages 1124-1139.
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Lily Orland-Barak & Ditza MaskitLily Orland-Barak & Ditza Maskit. 2017. Methodologies of Mediation in Professional Learning. Methodologies of Mediation in Professional Learning 15 26 .
Edward Howe & Masahiro Arimoto. 2014. International Teacher Education: Promising Pedagogies (Part A). International Teacher Education: Promising Pedagogies (Part A) 213 232 .
Jennifer Mitton Kukner. (2015) Seeking Time Within Time: Exploring the temporal constraints of women teachers’ experiences as graduate students and novice researchers. McGill Journal of Education 49:2, pages 459-478.
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Deidre M. Le Fevre. (2011) Creating and facilitating a teacher education curriculum using preservice teachers’ autobiographical stories. Teaching and Teacher Education 27:4, pages 779-787.
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