Citations (63)
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Read on this site (25)
Nadia Mead. (2023) Telling tales: sharing humorous education stories to enhance teacher wellbeing and learning. Reflective Practice 24:2, pages 224-237.
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Cat Pausé & Elizabeth M. McCarroll. (2022) Tumbling through tertiary education: an investigation of the use of Tumblr within a child development course. Interactive Learning Environments 30:1, pages 49-57.
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Amy Vujaklija. (2021) Reflective inquiry in teacher education: interanimating authoritative and internally persuasive discourses. Reflective Practice 22:5, pages 653-668.
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Michaela J. Harrison. (2020) Experimenting with data and analysis in researching the writing practices of student teachers. International Journal of Research & Method in Education 43:3, pages 327-338.
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Leanne Lavina, Amanda Niland & Alma Fleet. (2020) Assembling threads of identity: installation as a professional learning site for teachers. Teacher Development 24:3, pages 415-441.
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Marju Määttä & Satu Uusiautti. (2020) ‘My life felt like a cage without an exit’ – narratives of childhood under the abuse of a narcissistic mother. Early Child Development and Care 190:7, pages 1065-1079.
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Joanne Yoo. (2019) A year of writing ‘dangerously’: a narrative of hope. New Writing 16:3, pages 353-362.
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Joanne Yoo. (2018) Teachers as creative writers: needs, desires and opportunities for growth. New Writing 15:3, pages 300-310.
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Radzuwan Ab Rashid. (2018) Dialogic reflection for professional development through conversations on a social networking site. Reflective Practice 19:1, pages 105-117.
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Joanne Yoo. (2017) Writing out on a limb: integrating the creative and academic writing identity. New Writing 14:3, pages 444-454.
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Carmel Hinchion. (2016) Embodied and aesthetic education approaches in the English classroom. English in Education 50:2, pages 182-198.
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Nikki Aharonian. (2016) I thought to myself: what a long way I’ve come … : teacher writing for professional learning. Teacher Development 20:2, pages 213-228.
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Lily Orland-Barak & Ditza Maskit. (2014) Taking a stance through visual texts: novice teachers as educational agents. International Journal of Qualitative Studies in Education 27:3, pages 330-348.
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Alenka Lipovec & Darja Antolin. (2014) Slovenian pre-service teachers' prototype biography. Teaching in Higher Education 19:2, pages 183-193.
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Lily Orland-Barak & Ditza Maskit. (2011) Novices ‘in story’: what first-year teachers’ narratives reveal about the shady corners of teaching. Teachers and Teaching 17:4, pages 435-450.
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Freema Elbaz‐Luwisch. (2010) Writing and professional learning: the uses of autobiography in graduate studies in education. Teachers and Teaching 16:3, pages 307-327.
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Judith Barak, Ariela Gidron & Bobbie Turniansky (with the collaboration of Adiba Arafat, Dina Friling, Ruth Mansur, Marga Simca, Smadar Tuval and Talia Weinberger). (2010) ‘Without stones there is no arch’: a study of professional development of teacher educators as a team. Professional Development in Education 36:1-2, pages 275-287.
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Rachel Holmes. (2009) Theatre of the self: autobiography as performance. International Journal of Qualitative Studies in Education 22:4, pages 399-416.
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Kathleen Pithouse, Claudia Mitchell & Sandra Weber. (2009) Self‐study in teaching and teacher development: a call to action. Educational Action Research 17:1, pages 43-62.
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JoAnn Phillion. (2008) Multicultural and cross‐cultural narrative inquiry into understanding immigrant students' educational experience in Hong Kong. Compare: A Journal of Comparative and International Education 38:3, pages 281-293.
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Torill Moen. (2008) Inclusive Educational Practice: Results of an empirical study. Scandinavian Journal of Educational Research 52:1, pages 59-75.
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Deborah Golden & Freema Elbaz‐Luwisch. (2007) Exhibiting Lives. Teaching Education 18:4, pages 283-298.
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Torill Moen, Vivi Nilssen & Nina Weidemann. (2007) An aspect of a teacher’s inclusive educational practice: scaffolding pupils through transitions. Teachers and Teaching 13:3, pages 269-286.
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Ayesha Bashiruddin. (2006) A Pakistani Teacher Educator's Self-Study of Teaching Self-Study Research. Studying Teacher Education 2:2, pages 201-212.
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Lily Orland‐Barak
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Isabella Fante & Colette Daiute. (2023) Applying qualitative youth and adult perspectives to investigate quantitative survey components with a novel “crosswalk” analysis. Methods in Psychology 8, pages 100121.
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