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Pedagogies: An International Journal Volume 13, 2018 - Issue 1
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Article

A multi-year study of pre-service teachers’ literacy practices in the content areas: time epistemologies and indicators of stasis and growth

Jennifer Mitton-KüknerFaculty of Education, St. Francis Xavier University, Antigonish, Nova Scotia, CanadaCorrespondence[email protected]
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Anne Murray OrrFaculty of Education, St. Francis Xavier University, Antigonish, Nova Scotia, CanadaView further author information
Pages 19-35 | Received 25 Apr 2016, Accepted 03 Jun 2017, Published online: 13 Sep 2017

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Catherine Lammert. (2023) How do Teachers use Inquiry and Advocacy as Curriculum? A Longitudinal Study. Action in Teacher Education 45:3, pages 203-221.
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Susan M. Holloway. (2021) The multiliteracies project: preservice and inservice teachers learning by design in diverse content areas. Pedagogies: An International Journal 16:3, pages 307-325.
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Christy Howard, Melissa Adams-Budde, Claire Lambert & Joy Myers. (2021) Engaging Literacy Experiences in History Classrooms: A Multiple Case Study of Novice Teachers’ Beliefs and Practices. Literacy Research and Instruction 60:1, pages 36-55.
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Catherine Lammert. (2020) Becoming Inquirers: A Review of Research on Inquiry Methods in Literacy Preservice Teacher Preparation. Literacy Research and Instruction 59:3, pages 191-217.
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