Reframing Teacher Learning as a Mirrored Process of Becoming
| dc.contributor.author | Teemant, Annela | |
| dc.date.accessioned | 2024-07-25T10:13:05Z | |
| dc.date.available | 2024-07-25T10:13:05Z | |
| dc.date.issued | 2023-03-24 | |
| dc.description | Video available at: https://media.dlib.indiana.edu/media_objects/c534gf53q | |
| dc.description | Video available at: https://youtu.be/l7kNV2c2wIA?si=QpldhJzKidcI9Gi4 | |
| dc.description.abstract | English learners make up 10.4% of the U.S. student population. Professor Annela Teemant's research focuses on preparing teachers for these learners using critical sociocultural perspectives on teaching and learning. Using quasi-experimental, qualitative, and mixed methods research designs, she studies how teacher pedagogy, job-embedded coaching, and in-service teacher credentialing impact student (language) learning. | |
| dc.identifier.uri | https://hdl.handle.net/1805/42423 | |
| dc.language.iso | en_US | |
| dc.publisher | Center for Translating Research Into Practice, IU Indianapolis | |
| dc.title | Reframing Teacher Learning as a Mirrored Process of Becoming | |
| dc.type | Other |