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Literacy Research and Instruction Volume 58, 2019 - Issue 3
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Article

Professional Learning as Breaking Away: Discourses of Teacher Development Within Literacy Coaching Interactions

Carolyn S. HuntSchool of Teaching and Learning, Illinois State University, Normal, IllinoisCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-2800-747X
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Pages 123-141 | Published online: 21 Mar 2019

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Read on this site (4)

Brandon J. Sherman & Annela Teemant. (2023) Pedagogical Coaching as Identity Work: Cultivating and Negotiating ESL Teacher Narrative Identities. Journal of Language, Identity & Education 0:0, pages 1-16.
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Jennifer Sharples Reichenberg. (2022) Video reflection with a literacy coach: the mediation of teacher agency. Reflective Practice 23:5, pages 607-621.
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Brandon Sherman & Annela Teemant. (2021) Unravelling effective professional development: a rhizomatic inquiry into coaching and the active ingredients of teacher learning. Professional Development in Education 47:2-3, pages 363-376.
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Anna Smith & Carolyn S. Hunt. (2021) Authoritative discourses of development in curricular policy on digital writing. Theory Into Practice 60:2, pages 215-226.
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Articles from other publishers (2)

Camilla Gudmundsdatter Magnusson, Jennifer Maria Luoto & Marte Blikstad-Balas. (2023) Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention. Teaching and Teacher Education 133, pages 104274.
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Javier Onrubia, Begoña Roca & Marta Minguela. (2022) Assisting teacher collaborative discourse in professional development: An analysis of a facilitator's discourse strategies. Teaching and Teacher Education 113, pages 103667.
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