Citations (18)
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Jennifer Jacobs. (2023) Preparing the Next Generation of Equity-Centered Teacher Educators: Considerations for a Pedagogy of Teacher Educator Education. Action in Teacher Education 45:2, pages 159-181.
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Awneet Sivia, Sheryl MacMath & Vandy Britton. (2022) Letting the Light In: A Collaborative Self-Study of Practicum Mentoring. Studying Teacher Education 18:2, pages 121-137.
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Sarah Capello. (2022) “I Wanted to Give Back to the Profession:” Preservice Teacher Supervision as Service Work. Action in Teacher Education 44:1, pages 4-20.
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Andrea Phillips & Meredith Park Rogers. (2020) Examining the Tensions between Rapport with Pre-Service Teachers and Authority in Becoming a Teacher Educator. Studying Teacher Education 16:3, pages 265-285.
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Rebecca West Burns, Jennifer Jacobs & Diane Yendol-Hoppey. (2020) A Framework for Naming the Scope and Nature of Teacher Candidate Supervision in Clinically-Based Teacher Preparation: Tasks, High-Leverage Practices, and Pedagogical Routines of Practice. The Teacher Educator 55:2, pages 214-238.
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Mark M. Diacopoulos & Brandon M. Butler. (2020) What Do We Supervise for? A Self-Study of Learning Teacher Candidate Supervision. Studying Teacher Education 16:1, pages 66-83.
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Hong Zhang & Rui Yuan. (2019) Uncertain identities of non-higher-education-based EFL teacher educators: a third space theory perspective. Teachers and Teaching 25:7, pages 874-889.
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Jennifer Jacobs, Shahad’s Babaeer & Fawaz Alrouqi. (2019) Looking to our Past to Re-Envision our Future: A Co/Authoethnographic Study of Teacher Candidate Supervision across International Contexts. Studying Teacher Education 15:3, pages 296-316.
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Rebecca West Burns & Bernard J. Badiali. (2018) Clinical Pedagogy and Pathways of Clinical Pedagogical Practice: A Conceptual Framework for Teaching About Teaching in Clinical Experiences. Action in Teacher Education 40:4, pages 428-446.
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Steve Haberlin. (2018) Problematizing Notions of Critical Thinking with Preservice Teachers: A Self-Study Imparting Critical Thinking Strategies to Preservice Teachers: A Self-Study. Action in Teacher Education 40:3, pages 305-318.
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Lynn Thomas. (2017) Learning to Learn about the Practicum: A Self-Study of Learning to Support Student Learning in the Field. Studying Teacher Education 13:2, pages 165-178.
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Lynn Thomas. (2017) Self-Study and Practicum Learning. Studying Teacher Education 13:2, pages 123-126.
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Jennifer Jacobs, Kristine Hogarty & Rebecca West Burns. (2017) Elementary Preservice Teacher Field Supervision: A Survey of Teacher Education Programs. Action in Teacher Education 39:2, pages 172-186.
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Rebecca West Burns, Jennifer Jacobs & Diane Yendol-Hoppey. (2016) The Changing Nature of the Role of the University Supervisor and Function of Preservice Teacher Supervision in an Era of Clinically-Rich Practice. Action in Teacher Education 38:4, pages 410-425.
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Anastasia P. Samaras, Toya Jones Frank, Monique Apollon Williams, Emily Christopher & William Harry Rodick$suffix/text()$suffix/text(). (2016) A Collective Self-Study to Improve Program Coherence of Clinical Experiences. Studying Teacher Education 12:2, pages 170-187.
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Rebecca West Burns & Bernard J. Badiali. (2015) When Supervision Is Conflated with Evaluation: Teacher Candidates’ Perceptions of Their Novice Supervisor. Action in Teacher Education 37:4, pages 418-437.
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Sharon McDonough. (2014) Rewriting the Script of Mentoring Pre-Service Teachers in Third Space: Exploring Tensions of Loyalty, Obligation and Advocacy. Studying Teacher Education 10:3, pages 210-221.
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Judy Williams. (2013) Boundary Crossing and Working in the Third Space: Implications for a teacher educator's identity and practice. Studying Teacher Education 9:2, pages 118-129.
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