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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 Online: 2021-02-08

Published Print: 2021-05

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

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