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Professional Development in Education Volume 47, 2021 - Issue 2-3: Special Issue: Non-linear perspectives on teacher development: complexity in professional learning and practice
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Articles

Exploring student teachers’ ‘stuck moments’: affect[ing] the theory-practice gap in social justice teacher education

Erica Eva ColmenaresSan José State University, San José, United StatesCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-3591-0552
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Pages 377-391 | Received 26 May 2020, Accepted 22 Dec 2020, Published online: 01 Feb 2021

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Read on this site (2)

Xuan Pham. (2023) Returning or not returning: desire, becoming and decisions following PhD completion. Globalisation, Societies and Education 0:0, pages 1-12.
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Elia Fernández-Díaz, Carlos Rodriguez-Hoyos & Adelina Calvo-Salvador. (2023) “Promoting participation through visual narrative inquiry to recreate teacher learning-practice”. Professional Development in Education 0:0, pages 1-16.
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Articles from other publishers (2)

Carlos Monge, Patricia Gómez & Alba García-Barrera. (2022) La Justicia Social en la Concreción Curricular de los Grados de Maestro. Revista Internacional de Educación para la Justicia Social 11:1.
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Honghai Guan, Qingli Chen, Song Han & Baoge Zhang. (2021) The Influence of “Artificial Intelligence + Human–Computer Interaction” on Teachers’ Psychological Changes in Academic Management in Colleges. Frontiers in Psychology 12.
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