Citations (6)
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Read on this site (2)
Jihea Maddamsetti. (2020) Intersectional Identities and Teaching Practice in an Elementary General Classroom: A Case Study of a Plurilingual Teacher Candidate. Journal of Language, Identity & Education 19:5, pages 342-358.
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Mark B. Pacheco, Hyun-Sook Kang & Ellis Hurd. (2019) Scaffolds, signs, and bridges: Language ideologies and translanguaging in student-teaching experiences. Bilingual Research Journal 42:2, pages 194-213.
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Articles from other publishers (4)
Alberto J. Rodriguez, Sara Tolbert & Sheron L. Mark. (2023) Investigating science teacher educator identity through the politics of domestication and critical positional praxis. Journal of Research in Science Teaching.
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Koray Kasapoglu, Bulent Aydogdu & Ozgun Uyanik Aktulun. (2023) Exploring the resonance between how mentor teachers experienced being mentored and how they mentor pre-service teachers during teaching practice. South African Journal of Education 43:2, pages 1-15.
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Sheron Mark, Lateefah Id-Deen & Shelley Thomas. (2019) Getting to the root of the matter: pre-service teachers’ experiences and positionalities with learning to teach in culturally diverse contexts. Cultural Studies of Science Education 15:2, pages 453-483.
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Ana Solano-Campos, Megan Hopkins & Laura Quaynor. (2018) Linguistically Responsive Teaching in Preservice Teacher Education: A Review of the Literature Through the Lens of Cultural-Historical Activity Theory. Journal of Teacher Education 71:2, pages 203-217.
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