Citations (18)
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Read on this site (10)
Mohammad Hossein Arefian. (2023) ‘Reflections facilitate emotions and emotions filter reflections’: beginning teachers’ perceptions of affective reflective practices. Reflective Practice 24:1, pages 59-70.
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Jennifer Charteris, Dianne Smardon, Ruth Foulkes & Sue Bewley. (2017) Heterarchical coaching for continuing teacher professional learning and development: a transversal analysis of agency. International Journal of Qualitative Studies in Education 30:6, pages 546-559.
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Paul A. Crutcher & Samina Naseem. (2016) Cheerleading and cynicism of effective mentoring in current empirical research. Educational Review 68:1, pages 40-55.
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Vicki
S. Collet. (2012) The Gradual Increase of Responsibility Model: Coaching for Teacher Change. Literacy Research and Instruction 51:1, pages 27-47.
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Melanie Shoffner. (2011) Considering the first year: reflection as a means to address beginning teachers’ concerns. Teachers and Teaching 17:4, pages 417-433.
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JenniferK. Harrison & Ruth Lee. (2011) Exploring the use of critical incident analysis and the professional learning conversation in an initial teacher education programme. Journal of Education for Teaching 37:2, pages 199-217.
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Wendy Hastings. (2010) Expectations of a pre-service teacher: implications of encountering the unexpected. Asia-Pacific Journal of Teacher Education 38:3, pages 207-219.
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Melanie Shoffner & Carrie Wachter Morris. (2010) Preparing preservice English teachers and school counselor interns for future collaboration. Teaching Education 21:2, pages 185-197.
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AnnE. Witcher, QunG. Jiao, AnthonyJ. Onwuegbuzie, KathleenM. T. Collins, TerryL. James & LynnC. Minor. (2008) Preservice Teachers' Perceptions of Characteristics of an Effective Teacher as a Function of Discipline Orientation: A Mixed Methods Investigation. The Teacher Educator 43:4, pages 279-301.
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Melanie Shoffner. (2008) Informal reflection in pre‐service teacher education. Reflective Practice 9:2, pages 123-134.
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Articles from other publishers (8)
Vicki S. Collet. (2015) The Gradual Increase of Responsibility Model for coaching teachers. International Journal of Mentoring and Coaching in Education 4:4, pages 269-292.
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Bo-Young Kim & Yong-Mi Kim. (2013) The Meaning of Teachers as they Manifest themselves in the Emotional Regulation of 2 Year Old Infants. Korean Journal of Child Studies 34:5, pages 17-41.
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Vicki Collet. 2013. Advanced Literacy Practices. Advanced Literacy Practices
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Jenny L. Ferrier-Kerr. (2009) Establishing professional relationships in practicum settings. Teaching and Teacher Education 25:6, pages 790-797.
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Melanie Shoffner. (2009) The place of the personal: Exploring the affective domain through reflection in teacher preparation. Teaching and Teacher Education 25:6, pages 783-789.
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MUHAMMAD KAMARUL KABILAN. (2011) English Language Teachers Reflecting on Reflections: A Malaysian Experience. TESOL Quarterly 41:4, pages 681-705.
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Alan Reid & Michael O’Donoghue. (2004) Revisiting enquiry-based teacher education in neo-liberal times. Teaching and Teacher Education 20:6, pages 559-570.
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Sim Wong-Kooi. 2003. International Handbook of Educational Research in the Asia-Pacific Region. International Handbook of Educational Research in the Asia-Pacific Region
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