Affect[ing] the Theory-Practice Gap in Social Justice Teacher Education: Exploring Student Teachers’ “Stuck Moments”
Set within a discursive field of humanist and neoliberal thought, this post-qualitative study attended to student teachers’ “stuck moments” in a university-based, social justice-oriented teacher education program (SJTE). It sought to problematize the familiar tendency of ascribing student teachers’...
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| Language: | English |
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2018
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| Online Access: | https://doi.org/10.7916/D8W39CSD |