Action in Teacher Education, Volume 40, Issue 2 (2018)

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Action in Teacher Education, Volume 40, Issue 2 (2018)

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Editorials

Editorial
Editors’ Notes
Thomas P. Crumpler, Lara J. Handsfield, Kyle Miller & Elizabeth S. White
Pages: 117-118
Published online: 17 May 2018
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Pedagogical Innovations

Article
Not Just for Novices: The Programmatic Impact of Practice-Based Teacher Education
Anthony Tuf Francis, Mark Olson, Paul J. Weinberg & Amanda Stearns-Pfeiffer
Pages: 119-132
Published online: 10 Apr 2018
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Empirical and Conceptual Studies

Article
Democratic Teachers Mentoring Novice Teachers: Enacting Democratic Practices and Pedagogy in Teacher Education
Katherina A. Payne
Pages: 133-150
Published online: 10 Apr 2018
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Article
Using an Expectancy-Value Model to Understand Teaching Motivation among Nontraditional Preservice Teachers: A Phenomenological Study Approach
Margareta Maria Thomson & Corey J. Palermo
Pages: 151-168
Published online: 10 Apr 2018
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Article
Making Sense of Student–Teacher Relationships: Teacher Educator and Candidate Engagement with the Relational Practices of Teaching
Kate Phillippo, Elizabeth Levine Brown & Allison Blosser
Pages: 169-185
Published online: 11 Apr 2018
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Article
Creative Learning: Paradox or Possibility in China’s Restrictive Preservice Teacher Classrooms?
Carol A. Mullen
Pages: 186-202
Published online: 11 Apr 2018
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Article
Reconnect and Recharge: Plugging New Teachers into Support Outlets
Harriet Able, Jocelyn Glazier, Ritsa Mallous, Ashley Boyd, Kristen Bell-Hughes & Deborah Eaker-Rich
Pages: 203-219
Published online: 10 Apr 2018
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Article
Teacher Reflection in the Context of an Online Professional Development Course: Applying Principles of Cognitive Science to Promote Teacher Learning
Faiza M. Jamil & Bridget K. Hamre
Pages: 220-236
Published online: 10 Apr 2018
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