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Reflective Practice
International and Multidisciplinary Perspectives
Volume 22, 2021 - Issue 5
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Research Article

The evolution of joint teacher observations and reflections as sites of heteroglossia and heteroopia: an actor–network theoretical discussion

Eisuke SaitoFaculty of Education, Monash University, Clayton, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-1689-1210View further author information
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Pages 682-696 | Received 25 Apr 2021, Accepted 03 Aug 2021, Published online: 09 Aug 2021

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Read on this site (4)

Tran Kiem Minh, Dang Tien Dung, Hoang Thi Kim Hue, Nguyen Thi Huong Giang, Vanessa Cui & Matt O’Leary. (2023) Sorting or supporting teachers? An exploration of the imbalanced role of classroom observation in the development and assessment of Vietnamese secondary schoolteachers. PRACTICE 0:0, pages 1-17.
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Eisuke Saito. (2022) Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion. Professional Development in Education 0:0, pages 1-13.
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Eisuke Saito, Naomi Takasawa & Atsushi Tsukui. (2022) Transition of schooling education in Myanmar: a comparative institutional analysis. Globalisation, Societies and Education 0:0, pages 1-16.
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Eisuke Saito. (2022) Voices from the developing nations of Asia and the Pacific: deliberations on the problematisations by the editors about the Global South. Asia-Pacific Journal of Teacher Education 50:2, pages 150-155.
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Articles from other publishers (2)

Eisuke Saito & Ghazalossadat Fatemi. (2022) Enabling students to become co-makers of emergent curricula through authentic and collaborative learning. Management in Education, pages 089202062211231.
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Teerawat Luanrit, Eisuke Saito & Vorachet Saejea. 2022. Leading under Pressure. Leading under Pressure 121 144 .

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