Deterritorializing Dichotomies in Teacher Induction: A (Post)Ethnographic Study of Un/Becoming an Elementary Science Teacher
Un/becoming an elementary science teacher is a dynamic phenomenon, yet the process is often intentionally limited to several taken-for-granted assumptions in research on science teacher induction. Inherent to research on beginning science teacher induction is also the construction of certain truths...
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| Format: | Others |
| Language: | en |
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LSU
2017
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| Online Access: | http://etd.lsu.edu/docs/available/etd-07092017-111520/ |