New directions in preparing professionals
Examining issues in engaging students in communities of practice through a school–university partnership
Bibliographic Data
| ID | 12084237 |
|---|---|
| Authors | Louise Sutherland (0000-0003-1945-1867, The University of Sydney, corresponding author), Louise M Sutherland, Lesley Scanlon (The University of Sydney), Lesley A Scanlon, Anthony Sperring (The University of Sydney) |
| Year | 2004 |
| Volume | 21 |
| Issue | 1 |
| Pages | 79-92 |
| Publication date | 2004-12-29 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2004.11.007 |
| OpenAlex | W2036609795 |
| Language | EN |
| Citations received | 14 |
| References cited | 12 |
General partnership · Mathematics education · Medical education · Pedagogy · Political science · Professional development · Sociology · Teacher education · Teacher Preparation · Collaborative Teaching and Inclusion · Education and Technology Integration · Medicine · Psychology · Teacher Education and Leadership Studies
Bridging Campus and Classroom Through a Sustainable School–University Partnership in Australia
Efficacy, explore, and exchange
Learning cultures
Making it real
Engaging in homework development
Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts
Vers un usage européen du modèle des communautés de pratique en formation des enseignants
School–university partnerships and physical education teacher education student learning
The educational-cultural edge
Pathways to educational change revisited– controversies and advances in the German teacher education system
Professional identity creation
Communities of Practice as a Social Theory of Learning
Le tutorat en formation initiale des enseignants
Tracing a Beginning Elementary Teacher's Development of Identity for Science Teaching
Theory, Practice, and the Education of Professionals
Reconceptalizing change in the cognitive construction of knowledge
What constitutes becoming experienced in teaching and learning
Teaching to learn, learning to teach? School-based non teaching activity in an initial teacher education and training partnership scheme
Situated Learning
| Unique citing works | 14 |
|---|---|
| Citations per year | 0.78 |
| Citation span | 2008 - 2026 (19) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |