Crossmark

When You’re with Me, I’m Learning: a Duoethnography of Teacher Educators’ Identities in Relation to Observing Preservice Teachers’ Emergent Mathematics Instruction

Crossref DOI link: https://doi.org/10.1007/S10763-021-10162-5

Published:

Update policy: https://doi.org/10.1007/SPRINGER_CROSSMARK_POLICY

Authors

Lloyd, Gwendolyn M. http://orcid.org/0000-0001-9477-782X
de Carle, Andrea

Coon-Kitt, Mary Jayne
License Information

Text and Data Mining valid from 2021-02-08

Version of Record valid from 2021-02-08
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Article History

Received: 3 January 2020

Accepted: 13 January 2021

First Online: 8 February 2021

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