Fantasies of teaching: handling the paradoxes inherent in models of practice

ISSN： 1469-3518

Source： British Educational Research Journal, Vol.33, Iss.2, 2007-04, pp. : 253-271

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Abstract

Related content

Peer observation of teaching: The interaction between peer review and developmental models of practice

By Yiend Jenny Weller Saranne Kinchin Ian

Journal of Further and Higher Education, Vol. 38, Iss. 4, 2014-07 ,pp. : 465-484

Routledge Ltd

Access to resources Recommend Favorite

THE PRACTICE OF TEACHING

By Danielian J.

Education + Training, Vol. 4, Iss. 9, 1993-12 ,pp. : 20-22

Emerald Group Publishing Ltd

Access to resources Recommend Favorite

THE PRACTICE OF TEACHING

By Danielian J.

Education + Training, Vol. 4, Iss. 10, 1993-12 ,pp. : 28-29

Emerald Group Publishing Ltd

Access to resources Recommend Favorite

Twisting paradoxes - implications for teaching and learning diversity

By Koall Iris

International Journal of Innovation in Education, Vol. 1, Iss. 1, 2009-12 ,pp. : 67-80

Inderscience Publishers

Access to resources Recommend Favorite

Bolzano‘s Approach to the Paradoxes of Infinity: Implications for Teaching

By Waldegg Guillermina

Science and Education, Vol. 14, Iss. 6, 2005-08 ,pp. : 559-577

Springer Publishing Company

Access to resources Recommend Favorite