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
Lloyd, Gwendolyn M. http://orcid.org/0000-0001-9477-782X
de Carle, Andrea
Coon-Kitt, Mary Jayne
Text and Data Mining valid from 2021-02-08
Version of Record valid from 2021-02-08
Article History
Received: 3 January 2020
Accepted: 13 January 2021
First Online: 8 February 2021