The 5Ps of Holistic Policy Development: A Way Forward for Engaging Teacher Educators?
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- Journal of Teacher Education, 2024, v. 75, n. 3, p. 253, doi. 10.1177/00224871241236001
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- Article
Works matching IS 00224871 AND DT 2024 AND VI 75 AND IP 3
Results: 8
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Leaning Into Difficult Topics: Inquiry Communities as Teacher Professional Learning for Turbulent Times.
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- Journal of Teacher Education, 2024, v. 75, n. 3, p. 292, doi. 10.1177/00224871241231543
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- Article
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Attention to Equity in Teacher Education Admissions Processes.
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- Journal of Teacher Education, 2024, v. 75, n. 3, p. 275, doi. 10.1177/00224871241230306
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- Article
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Centering Equity for Multilingual Learners in Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK).
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- Journal of Teacher Education, 2024, v. 75, n. 3, p. 347, doi. 10.1177/00224871231223460
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- Article
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Coaching Teachers in Document-Based History Instruction: Practices That Support Teacher Facilitation of Student Discourse.
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- Journal of Teacher Education, 2024, v. 75, n. 3, p. 305, doi. 10.1177/00224871231223443
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- Article
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Study Program Leaders' Perceptions of Coherence and Strategies for Creating Coherent Teacher Education Programs.
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- Journal of Teacher Education, 2024, v. 75, n. 3, p. 334, doi. 10.1177/00224871231208683
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- Article
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Teachers and School Leaders' Readiness for Parental Engagement: Critical Policy Analysis of Canadian Standards.
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- Journal of Teacher Education, 2024, v. 75, n. 3, p. 321, doi. 10.1177/00224871231199365
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- Article
8
Mapping the Indigenous Postcolonial Possibilities of Teacher Preparation.
- Published in:
- Journal of Teacher Education, 2024, v. 75, n. 3, p. 261, doi. 10.1177/00224871231199361
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- Publication type:
- Article