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      BEGINNING TEACHER LEARNING IN SCHOOL - UNIVERSITY PARTNERSHIPS: UNDERSTANDING THE COMPLEXITIES OF DEVELOPING BEGINNING-TEACHER KNOWLEDGE IN A PARTNERSHIP SETTING

      The Buckingham Journal of Education
      University of Buckingham Press

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          Abstract

          Developing beginning-teacher knowledge in a school-university partnership is both complex and messy. This arises from the debates about (1) what beginning teachers should know and relates to the balance between theoretical knowledge and practical knowledge and (2) where that knowledge should be developed. In considering what type of knowledge beginning teachers should acquire and by reviewing partnership discourse particularly from a sociocultural perspective, suggestions are made for supporting effective beginning-teacher learning.

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          Author and article information

          Journal
          The Buckingham Journal of Education
          University of Buckingham Press
          23 June 2020
          : 1
          : 1
          : 81-100
          Article
          10.5750/tbje.v1i1.1834
          0f2c3de3-c765-47fd-9528-2021390ce42a

          Distributed under the terms of the Creative Commons Attribution Noncommercial NoDerivatives License, https://creativecommons.org/licenses/by-nc-nd/4.0 which permits noncommercial use and distribution in any medium, provided the original author(s) and source are credited, and the original work is not modified.

          History

          Education,Assessment, Evaluation & Research methods,Education & Public policy,Educational research & Statistics,Special education,General education

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