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Teachers and Teaching
theory and practice
Volume 27, 2021 - Issue 1-4
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Research Article

Associate Teachers’ views on dialogic mentoring

Luke Jonesa Faculty of Education and Children’s Services, University of Chester, Chester, UKCorrespondence[email protected]
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,
Steven Tonesa Faculty of Education and Children’s Services, University of Chester, Chester, UKView further author information
,
Gethin Foulkesa Faculty of Education and Children’s Services, University of Chester, Chester, UKView further author information
&
Rhys C. Jonesb School of Education and Human Development, Bangor University, Gwynedd, WalesView further author information
Pages 181-192 | Received 08 Sep 2020, Accepted 14 May 2021, Published online: 02 Jun 2021

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Read on this site (6)

Hang Thi Thu Nguyen. (2023) Feedback as a tool in practicum-based learning to teach: A ‘Gift’ given or a ‘Shared’ practice?. Journal of Education for Teaching 49:5, pages 882-897.
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Luke Jones, Steven Tones & Gethin Foulkes. (2023) Talking the Talk: Dialogic Mentoring in Physical Education. Journal of Physical Education, Recreation & Dance 94:5, pages 40-45.
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Luke Jones. (2023) Integrating theory and practice in physical education: preservice teachers’ views on practitioner research. Curriculum Studies in Health and Physical Education 14:2, pages 161-173.
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Clare Tyrer. (2023) Untangling the complexity of mentoring feedback practices in post-compulsory initial teacher education in the UK. Journal of Further and Higher Education 47:1, pages 31-44.
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Luke Jones. (2022) Lesson study in physical education: a collaborative and contextualised approach to initial teacher training. Sport, Education and Society 0:0, pages 1-11.
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Kathryn Spicksley & Alison Kington. UNITING TEACHERS THROUGH CRITICAL LANGUAGE AWARENESS: A ROLE FOR THE EARLY CAREER FRAMEWORK?. British Journal of Educational Studies 0:0, pages 1-19.
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Articles from other publishers (1)

Jaime Iván Ullauri-Ullauri & Teresa Mauri-Majós. (2022) La reflexión sobre la práctica preprofesional en la formación de aprendices de docente. Percepciones de los tutores académicos. Revista Practicum 7:2, pages 169-186.
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