Re-conceptualizing teacher expertise: teacher agency and expertise through a critical pedagogic framework
Public and scholarly debates on what it means to be a successful teacher are characterized by increasingly pronounced differences in how various political, legislative, and professional groups define successful teaching. In response to pressures posed...
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| Format: | Others |
| Language: | English |
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University of Iowa
2015
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| Online Access: | https://ir.uiowa.edu/etd/2006 https://ir.uiowa.edu/cgi/viewcontent.cgi?article=6341&context=etd |