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Teachers and Teaching
theory and practice
Volume 27, 2021 - Issue 6
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Research Article

Emotions in social interactions in pre-service teachers’ team practica

Jennifer Wabera Institute of Educational Science, Department of Research in School and Instruction, University of Bern, Bern, SwitzerlandCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-2614-8623View further author information
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Gerda Hagenauerb School of Education, Department of Educational Science, School Research and School Practice, University of Salzburg, Salzburg, AustriaORCID Iconhttps://orcid.org/0000-0002-0508-2848View further author information
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Tina Haschera Institute of Educational Science, Department of Research in School and Instruction, University of Bern, Bern, SwitzerlandORCID Iconhttps://orcid.org/0000-0003-2987-2470View further author information
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Lea de Zordoc Institute of Primary Education, University of Teacher Education, Bern, SwitzerlandORCID Iconhttps://orcid.org/0000-0001-9208-6590View further author information
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Pages 520-541 | Received 18 Mar 2020, Accepted 12 Aug 2021, Published online: 14 Oct 2021

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Read on this site (1)

Zhaoxuan Wang, Rui Yuan & Wei Liao. (2022) Learning to Teach through Recursive Boundary Crossing in the Teaching Practicum. Teachers and Teaching 28:8, pages 1000-1020.
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Articles from other publishers (2)

Hao Yao, Shuzhen Chen & Xiulin Gu. (2022) The impact of parenting styles on undergraduate students’ emotion regulation: The mediating role of academic-social student-faculty interaction. Frontiers in Psychology 13.
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Andreas Bach & Gerda Hagenauer. (2022) Joy, anger, and anxiety during the teaching practicum: how are these emotions related to dimensions of pre-service teachers’ self-efficacy?Freude, Ärger und Angst im Unterrichtspraktikum: Wie hängen diese Emotionen mit den Dimensionen der Selbstwirksamkeit von Lehramtsstudierenden zusammen?. Zeitschrift für Bildungsforschung 12:2, pages 295-311.
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