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Teacher Development
An international journal of teachers' professional development
Volume 23, 2019 - Issue 4
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Original Articles

Understanding the reasoning of pre-service teachers: a think-aloud study using contextualised teaching scenarios

Lynn SheridanFaculty of Social Science, School of Education, University of Wollongong, Wollongong, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-3179-9711View further author information
ORCID Icon,
Tracy L. DurksenFaculty of Arts and Social Science, School of Education, University of New South Wales, Sydney, AustraliaORCID Iconhttps://orcid.org/0000-0001-5884-7595View further author information
ORCID Icon &
Sharon Tindall-FordFaculty of Social Science, School of Education, University of Wollongong, Wollongong, AustraliaORCID Iconhttps://orcid.org/0000-0002-1451-020XView further author information
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Pages 425-446 | Received 06 Aug 2017, Accepted 21 Nov 2018, Published online: 14 Aug 2019

Citations (4)

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Read on this site (2)

Minna Maijala. (2023) Multimodal postcards to future selves: exploring pre-service language teachers’ process of transformative learning during one-year teacher education programme. Innovation in Language Learning and Teaching 17:1, pages 72-87.
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Tracy L. Durksen, Lynn Sheridan & Sharon Tindall-Ford. (2021) Pre-service Science and Mathematics teachers’ reasoning: a think-aloud study. Educational Studies 0:0, pages 1-16.
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Articles from other publishers (2)

L. O. Enow. (2023) How efficiently are we using our understanding of the tacit dimension of teaching?. Review of Education 11:2.
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Ottavia Trevisan & Anneke Smits. (2023) Probing the quality of preservice teachers’ pedagogical reasoning & action (PR&A) in internships. Teaching and Teacher Education 125, pages 103983.
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