References
- Acker, S. (1989). Introduction. In S. Acker (Ed.), Teachers, gender, and careers (pp. 1–6). Philadelphia: Falmer.
- Argelagos, E., & Manoli, P. (August 2009). Computer supported inquiry based learning in secondary education: Effects on self-regulated learning. Paper presented at the 13th European Conference for Research on Learning and Instruction (ERLI): Fostering Communities of Learners, Amsterdam, the Netherlands.
- Dehler, J., Charlier, B., & Wuthrich, A. (August 2009). Conceptualization and assessment of gender equality in university teacher training. Paper presented at the 13th European Conference for Research on Learning and Instruction (ERLI): Fostering Communities of Learners, Amsterdam, the Netherlands.
- Lave, J., & Wenger, E. (1991). Situated learning-legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
- Levinas, E. (2000). God, death, and time (Bettina Bergo, trans.). Stanford, CA: Stanford University Press.
- McAlpine L., Frew E., & Lucas, M. (1991). Mechanisms for helping becoming practitioners develop professional ways of knowing. In M. Baskett, V. J. Marsick, T. G. Pearson, D. R. Klevans, & J. Delehanty (Eds.), Proceedings of the continuing education preconference of the American Association of Adult and Continuing Education (pp. 67–73). University Park: Pennsylvania State University Press.
- Orland-Barak, L. (2009). Learning to mentor as praxis: Foundations for a curriculum in teacher education. New York: Springer.
- Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.