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Cited by 71Teacher Education and Leadership StudiesAdult and Continuing Education TopicsOnline and Blended Learning

Dialogic understanding of teachers' online transformative learning: A qualitative case study of teacher discussions in a graduate-level online course

Lee, Kyungmee, Brett, Clare·2015·Teaching and Teacher Education
DOI 10.1016/j.tate.2014.11.001
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Crossref · 10.1016/j.tate.2014.11.001

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1 of 1 references verified0 citation errors · 0 not checkable

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  • Narratives allowed student teachers to feel safe to reveal their genuine identities and make sense of becoming a teacher.

    “Also, narratives allowed student teachers to feel safe to reveal their genuine identities (Lee and Brett 2015) and make sense of becoming a teacher (Choi et al. 2016).”

    From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Lee and Brett 2015

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Authors
Lee, K., & Brett, C.
Affiliations
University of Toronto (CA)
Corresponding author
Lee, Kyungmee
ORCID
Lee, Kyungmee
Venue
Teaching and Teacher Education
Publisher
Elsevier BV
Published
2015-02
Volume
46
Pages
72-83
ISSN
0742-051X (ISSN-L)
DOI
10.1016/j.tate.2014.11.001
OpenAlex
W1965541145
Cited by
71
References
1
Citations by year
2026: 3 · 2025: 2 · 2024: 3 · 2023: 10 · 2022: 5 · 2021: 9 · 2020: 11 · 2019: 11 · 2018: 4 · 2017: 7 · 2016: 6
FWCI
22.29
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Teaching and Teacher Education (publishedVersion)
  • Lancaster EPrints (Lancaster University) (submittedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Adult and Continuing Education Topics
  • Social Sciences › Education › Online and Blended Learning
Keywords
transformative learning, dialogism, Bakhtin, Mezirow, online teacher training, homography, educational technology adaptation, teacher professional development

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