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Download full textEl Kadri, Michele Salles; Roth, Wolff-Michael – Australian Journal of Teacher Education, 2013
Many teachers point to the theory-practice gap between university training and their school-based work. Coteaching in conjunction with cogenerative dialoguing as a means of teacher induction has been shown to overcome this gap. In this paper, we articulate teacher development in the praxis-centered (coteaching/cogenerative dialoguing) setting of…
Descriptors: Foreign Countries, Teacher Education Programs, Educational Improvement, Teacher Certification
