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The journey to becoming professionals: Student teachers’ experiences of teaching practice in a rural South African context
16 references·0 citing·36 second hop
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References

  • 1994Research Design: Qualitative, Quantitative, and Mixed Methods Approaches35,275 cited
  • 2009Research Design: Qualitative, Quantitative, and Mixed Methods Approaches14,328 cited
  • 1999Perspectives on Activity Theory3,241 cited
  • 1999Activity theory and individual and social transformation3,145 cited
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  • 2003Reflexive Accounts and Accounts of Reflexivity in Qualitative Data Analysis1,390 cited
  • 2012A Constructivist Approach to Teaching363 cited
  • 2015Constructivism in Education311 cited
  • 2008LEARNING THROUGHOUT WORKING LIFE: A RELATIONAL INTERDEPENDENCE BETWEEN PERSONAL AND SOCIAL AGENCY222 cited
  • 2009Teaching practice: a make or break phase for student teachers211 cited
  • 2004Hear our voices: Student teachers' experiences during practical teaching196 cited
  • 2006Examining interaction in the teaching practicum: issues of language, power and control167 cited
  • 2010Emotions and ‘getting by’: a pre-service teacher navigating professional experience154 cited
  • 1992The Cooperating Teacher: An Ambivalent Participant in Student Teaching154 cited
  • 1996The development of student teachers' practical theory of teaching

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124 cited
  • 2009Troubling contexts: toward a generative theory of rurality as education research111 cited
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