Problematizing the Taken-For-Granted: Talking Across Differences in Teacher Education

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dc.contributor.authorCraig, Cheryl
dc.contributor.authorFlores, Maria Assuncao
dc.contributor.authorVan Overschelde, James
dc.contributor.authorHill-Jackson, Val
dc.date.accessioned2022-05-06T14:50:21Z
dc.date.available2022-05-06T14:50:21Z
dc.date.issued2022-05
dc.description.abstractNo abstract prepared.
dc.description.departmentCurriculum and Instruction
dc.formatText
dc.format.extent4 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationCraig, C. J., Flores, M. A., Van Overschelde, J. P., & Hill-Jackson, V. (2022). Problematizing the taken-for-granted: Talking across differences in teacher education. Journal of Teacher Education, 73(3), pp. 221–224.
dc.identifier.doihttps://doi.org/10.1177/00224871221089790
dc.identifier.urihttps://hdl.handle.net/10877/15741
dc.language.isoen
dc.publisherSage
dc.sourceJournal of Teacher Education, 2022, Vol. 73, No. 3, pp. 221-224.
dc.subjecteducation
dc.subjectteaching
dc.subjectteacher preparation programs
dc.subjectCurriclum and Instruction
dc.titleProblematizing the Taken-For-Granted: Talking Across Differences in Teacher Education
dc.typeArticle

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