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Teachers and Teaching
theory and practice
Volume 22, 2016 - Issue 1
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Articles

Becoming learners/teachers in nomadic space

Malka GorodetskyDepartment of Education, Ben-Gurion University, Beer-Sheva, Israel;Kaye Academic College of Education, Beer-Sheva, IsraelCorrespondence[email protected]
&
Judith BarakKaye Academic College of Education, Beer-Sheva, Israel
Pages 84-100 | Received 16 Jul 2013, Accepted 09 Jul 2014, Published online: 27 Apr 2015

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Read on this site (8)

Lucas Cone. (2022) Teachers on the market: Professional relations, desires, and ambiguities in digital teacher-to-teacher economies. Teachers and Teaching 28:6, pages 742-756.
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Sarika Kewalramani, Megan Adams & Rebecca Cooper. (2022) STEM professional learning: supports and tensions with the Kingdom of Saudi Arabian teachers’ immersion experiences in Australian schools. Teachers and Teaching 28:4, pages 398-419.
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Amanda Gutierrez & Sarah Nailer. (2021) Pre-service teachers’ professional becoming in an extended professional experience partnership programme. Asia-Pacific Journal of Teacher Education 49:5, pages 517-532.
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Erin Adams. (2021) Being before: three Deleuzian becomings in teacher education. Professional Development in Education 47:2-3, pages 392-405.
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Amanda Gutierrez & Alex Kostogriz. (2020) The influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership. Teachers and Teaching 26:5-6, pages 475-489.
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Dai O’Brien, Lisa Stead & Nicholas Nourse. (2019) Bristol Deaf Memories: archives, nostalgia and the loss of community space in the deaf community in Bristol. Social & Cultural Geography 20:7, pages 899-917.
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Christopher Pierce Brown & Natalie Babiak Weber. (2019) Bringing being into professional development: a qualitative investigation into teachers’ struggles moving beyond an epistemological framing of teaching and learning. Early Child Development and Care 189:5, pages 763-776.
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Elizabeth J. T. Maber. (2018) Undoing exclusions/expanding inclusion: Conceptualizing spaces for gendered learning and citizenship constructions in Myanmar’s transition. Curriculum Inquiry 48:5, pages 560-579.
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Articles from other publishers (5)

María Jesús Márquez-García, José Ignacio Rivas-Flores & Piedad Calvo León. (2021) Comunidades colaborativas. Saberes y experiencias con jóvenes vulnerables en educación no formal. Revista Complutense de Educación 32:2, pages 227-236.
Crossref
Judith Barak, Smadar Tuval & Bobbie Turniansky. 2020. International Handbook of Self-Study of Teaching and Teacher Education Practices. International Handbook of Self-Study of Teaching and Teacher Education Practices 637 654 .
Judith Barak, Smadar Tuval & Bobbie Turniansky. 2019. 2nd International Handbook of Self-Study of Teaching and Teacher Education. 2nd International Handbook of Self-Study of Teaching and Teacher Education 1 18 .
Maria Cristina Sarasa & Luis Gabriel Porta. (2018) Narratives of Desire, Love, Imagination, and Fluidity: Becoming an English Teacher in a University Preparation Program. Latin American Journal of Content & Language Integrated Learning 11:1, pages 141-164.
Crossref
Malka Gorodetsky & Judith Barak. 2016. Active Collaborative Education. Active Collaborative Education 169 181 .

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