Titlebook: Educators’ Work Integrated Learning Experiences; Stories from the Tre Iman C. Chahine,Lalini Reddy Book 2024 The Editor(s) (if applicable)

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978-3-031-65966-9The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl

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Beobachtung erweitert den eigenen Horizont,actice. WIL extends across a continuum from low to high levels of authenticity and engagement. WIL describes experiences that are (1) authentically engaged with the practices and experiences of the workplace, (2) located within an intentional discipline-centered curriculum, and (3) a focus on gradua

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A. Compare,B. Mason PhD,E. Molinariematics as a cultural activity. In this chapter, examples of cultural immersion field experiences in diverse global–local contexts are first reported. Thereafter, personal experiences of working alongside Ndebele women in South Africa and Gullah Geechee sweetgrass weavers are reflected upon. A Cultu

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,Befunde – Was hat Mentoring bewegt?,s, initial teacher education (ITE) programmes and government policies such as the Minimum Requirements for Qualification in Teacher Education (MRTEQ) stipulate various competencies that pre-service teachers must embody and adhere to once they join the teaching profession. This requires universities

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Comparative Law and Climate Changeges faced by teacher educators during work integrated learning (WIL) within teacher education programs. Focusing on language preparation, the study delves into the lived experiences of teacher educators through collaborative self-study. Grounded in Wenger’s Community of Practice framework, we examin

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