Citations (12)
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Read on this site (7)
Minna Maijala. (2023) Multimodal postcards to future selves: exploring pre-service language teachers’ process of transformative learning during one-year teacher education programme. Innovation in Language Learning and Teaching 17:1, pages 72-87.
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Sílvia Melo-Pfeifer & Alice Chik. (2022) Multimodal linguistic biographies of prospective foreign language teachers in Germany: reconstructing beliefs about languages and multilingual language learning in initial teacher education. International Journal of Multilingualism 19:4, pages 499-522.
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Zulfikar Alimuddin, Jann Hidajat Tjakraatmadja, Achmad Ghazali & Henndy Ginting. (2021) Improving Pedagogical Content Knowledge (PCK) through a blended model of PCK and action learning. Teacher Development 25:5, pages 622-646.
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Cameron Smith, Michael Holden, Eustacia Yu & Patrick Hanlon. (2021) ‘So what do you do?’: Third space professionals navigating a Canadian university context. Journal of Higher Education Policy and Management 43:5, pages 505-519.
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Jamie Simpson Steele. (2018) The teaching artist’s journey: Professional learning in a hybrid field. Youth Theatre Journal 32:1, pages 60-74.
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Peter Smagorinsky, Stephanie Anne Shelton & Cynthia Moore. (2015) The role of reflection in developing eupraxis in learning to teach English. Pedagogies: An International Journal 10:4, pages 285-308.
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Barbara Kensington-Miller, Joanna Renc-Roe & Susan Morón-García. (2015) The chameleon on a tartan rug: adaptations of three academic developers’ professional identities. International Journal for Academic Development 20:3, pages 279-290.
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Articles from other publishers (5)
Nan Li, Ruurd Taconis & Perry den Brok. (2021) Chinese teachers’ perceptions of an online teacher course and its results. Learning Environments Research 25:1, pages 115-139.
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Angela Branyon, Mark M. Diacopoulos, Kristen H. Gregory & Brandon M. Butler. 2022. Learning through Collaboration in Self-Study. Learning through Collaboration in Self-Study
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Maria de Lurdes Dias de Carvalho, Carla Patrícia Queirós Miranda & Marta Alexandra da Silva Correia. (2019) ‘Pegadas na areia’ de professores ‘caçadores de sonhos’: duas identidades profissionais em (des)construção. Pro-Posições 30.
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Tat Heung Choi. (2017) English Activation Through Art: Tensions and Rewards. TESOL Journal 8:3, pages 518-539.
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Tat-Heung Choi. (2015) Waiting in the wings: Power, narratives of transition, and self-reflexivity. Power and Education 7:3, pages 322-337.
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