Developing practices in teachers’ professional dialogue in England: using Coaching Dimensions as an epistemic tool

Lofthouse, RM and Hall, E (2014) Developing practices in teachers’ professional dialogue in England: using Coaching Dimensions as an epistemic tool. Professional Development in Education, 40 (5). pp. 758-778. ISSN 1941-5257 DOI: https://doi.org/10.1080/19415257.2014.886283

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Divisions: Carnegie > Education & Childhood
Identification Number: https://doi.org/10.1080/19415257.2014.886283
Status: Published
Refereed: Yes
Uncontrolled Keywords: coaching, mentoring, professional dialogue, coaching dimensions, epistemic tools, 1303 Specialist Studies In Education, Education,
Depositing User (symplectic) Deposited by Clark, Lucy on behalf of Lofthouse, Rachel
Date Deposited: 22 Aug 2017 08:09
Last Modified: 31 Aug 2017 08:57
Item Type: Article

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