Titlebook: School-based Partnerships in Teacher Education; A Research Informed Linda Hobbs,Coral Campbell,Mellita Jones Book 2018 Springer Nature Sin

思考

Horizon

同来核对

indemnify

HAIRY

Costume

Teacher Education at Trinity University Meets the STEPS Interpretive Frameworknity University, San Antonio, Texas, USA, and analyzes them in relation to the STEPS Interpretive Framework. The analysis is undertaken as a dialogue between an insider from Trinity University seeking to articulate the significant features of their partnerships and an outsider teacher educator makin

cumulative

A New Zealand Collaborative University–School Partnership: Applying the STEPS Frameworkship program, the Interpretive Framework was applied to the aspects of the project to see how these aligned. As well as highlighting the synergies between the Interpretive Framework and the CUSP, there were a number of differences which arose and these are discussed as considerations of adding furth

诱惑

The Case of the Catholic Teacher Education Consortium: Using the STEPS Framework to Analyse a Schoolrtnership, the Catholic Teacher Education Consortium (CTEC). The presentation of a model of key features for “successful” teacher education partnerships, as proposed in the STEPS Interpretive Framework (Jones et al. in Teaching and Teacher Education 60:108–120, ., p. 109), challenges us as participa

jarring

无情