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Toward a Model of Holistic Dance Teacher Education
16 references·4 citing·38 second hop
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References

  • 1999Communities of practice learning, meaning, and identity28,353 cited
  • 1998Communities of Practice23,452 cited
  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1987Knowledge and Teaching:Foundations of the New Reform16,774 cited
  • 2018Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics3,674 cited
  • 2004Reconsidering research on teachers’ professional identity3,529 cited
  • 2004In search of the essence of a good teacher: towards a more holistic approach in teacher education1,763 cited
  • 2005A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform1,436 cited
  • 2022Handbook of Research on Teacher Education1,042 cited
  • 1995Professional Development in Education: New Paradigms and Practices.836 cited
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  • 2001Teaching selves: identity, pedagogy, and teacher education604 cited
  • 2005Reform, standards and teacher identity: Challenges of sustaining commitment537 cited
  • 1998Theory, Practice, and the Education of Professionals469 cited
  • 1994

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Development and Desire: A Postmodern Perspective.
208 cited
  • 1995Integrating professional knowledge: The theory of practice and the practice of theory199 cited
  • Cited by

    • 2014Contemporary Approaches to Dance Pedagogy – The Challenges of the 21st Century63 cited
    • 2019‘African dances are valid knowledge’: Dance teachers’ de/construction of meanings from cultural heritage dances in Uganda17 cited
    • 2014Making the Transition to Collegiate Dance Study8 cited
    • 2022Why Teaching? Vietnamese Dance Teachers’ Experiences, Motivations, and Professional Challenges6 cited