Geography mentors’ written lesson observation feedback during Initial Teacher Education
This paper explores geography mentors’ written lesson observation feedback by analysing data from across a one-year Initial Teacher Education (ITE) programme delivered through a university-school partnership in England, asking two main questions: in what ways is geography/geographical knowledge disc...
| Main Authors: | , |
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| Format: | Journal article |
| Language: | English |
| Published: |
Taylor and Francis
2020
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