Action in Teacher Education, Volume 43, Issue 3 (2021)

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Action in Teacher Education, Volume 43, Issue 3 (2021)

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Editorial

Editorial
Editors’ Notes
Peter Wiens & Shaoan Zhang
Pages: 247-249
Published online: 30 Jul 2021
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Empirical and Conceptual Studies

Article
Learning to Think like a Teacher: Effects of Video Reflection on Preservice Teachers’ Practice and Pedagogy
Scott Gibbons & Amy N. Farley
Pages: 250-267
Published online: 31 Aug 2020
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Pose, Wobble, and Flow: The Experiences of Three First-Year Teachers
Melissa Adams-Budde, Christy Howard, Claire Lambert & Joy Myers
Pages: 268-284
Published online: 30 Jul 2020
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Article
“I Felt like My Practice Was Catching up with My Beliefs:” A Longitudinal Cognitive Study of Seven Early Career Literacy Teachers and Their Praxis
Amy D. Broemmel, Elizabeth A. Swaggerty, Amanda Rigell & Betty Blanton
Pages: 285-300
Published online: 12 May 2020
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Article
The Impact on Pre-service Teachers’ Perceptions toward Co-Teaching from Being a Learner in Co-taught College Courses
Eunjoo Kim & Sharon M. Pratt
Pages: 301-320
Published online: 09 Dec 2020
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Article
Navigating Disciplinary Boundaries: Two Stories of Collaborative Teaching in English and Social Studies
Yonghee Suh & KaaVonia Hinton
Pages: 321-338
Published online: 18 Feb 2020
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Article
Learning from Our Stories: Incorporating Free Spaces as a Necessity in Antiracist Social Studies Teacher Education
Sara B. Demoiny
Pages: 339-352
Published online: 20 Jul 2020
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Article
Working in Solidarity: An Intersectional Self-Study Methodology as a Means to Inform Social Justice Teacher Education
Ganiva Reyes, Brittany Aronson, Katherine E. Batchelor, Genesis Ross & Rachel Radina
Pages: 353-369
Published online: 01 Mar 2021
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Article
Baptism by Fire: Why Induction Matters for Beginning Education Professors
Mary J. Selke, Jerusalem Rivera-Wilson, Cindy Gay Watson, Carrie Robinson, Keenya G. Mosley, Deborah Rickey & David Arneson
Pages: 370-388
Published online: 21 Feb 2020
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