Filling gaps and expanding spaces – voices of student teachers on their developing teacher identity
It has often been said that any student engagement that is poorly monitored during teaching practice (TP) will not necessarily contribute much to their professional development and teacher identity. This applies specifically to initial undergraduate teacher training. This concern became the main foc...
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| Format: | Article |
| Language: | English |
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Education Association of South Africa
2018-05-01
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| Series: | South African Journal of Education |
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| Online Access: | http://www.sajournalofeducation.co.za/index.php/saje/article/view/1551/772 |