Troubling Discourses in Teacher Education: Reading Knowledge, Reflection, and Inclusion Through Excessive Moments
While sorting through my experiences as a student teacher, my research question has shifted from “How can teacher education be improved?” to “How is teacher education represented?” I am interested in the juxtaposition of these two inquiries, and use them not to suggest pedagogical rules, but to draw...
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| Format: | Others |
| Language: | en en |
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2007
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| Online Access: | http://hdl.handle.net/1974/934 |