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Pedagogy, Culture & Society Volume 18, 2010 - Issue 3
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Articles

Developing a descriptive framework for comprehending the inherent moral significance of teaching

Carlos A. van Kan Teacher Training College for Special Educational Needs, Fontys University of Applied Sciences, Tilburg, The Netherlands; Utrecht University of Applied Sciences, Faculty of Education, Utrecht, The NetherlandsCorrespondence[email protected]
,
Petra Ponte Utrecht University of Applied Sciences, Faculty of Education, Utrecht, The Netherlands
&
Nico Verloop ICLON, Leiden University Graduate School of Teaching, Leiden, The Netherlands
Pages 331-352 | Published online: 11 Oct 2010

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Aaron Weiss. (2022) Pant Leg Pedagogy: Context and Conflict at Tafsīr Islamic Academy. Pedagogy, Culture & Society 0:0, pages 1-19.
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Wenja T. Heusdens, Liesbeth K. J. Baartman & Elly de Bruijn. (2018) Knowing everything from soup to dessert: an exploratory study to describe what characterises students’ vocational knowledge. Journal of Vocational Education & Training 70:3, pages 435-454.
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Carlos A. van Kan, Petra Ponte & Nico Verloop. (2013) How do teachers legitimize their classroom interactions in terms of educational values and ideals?. Teachers and Teaching 19:6, pages 610-633.
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Carlos Van Kan, Petra Ponte & Nico Verloop. (2013) Ways in which teachers express what they consider to be in their pupils’ best interest. Professional Development in Education 39:4, pages 574-595.
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