Teacher education as an identity construction: between multi-competencies, situated practices and reflexivity
The paper interrogates the dialectical process underlying the construction of teachers’ professional identity, here understood as the outcome of a progressive, reflective, sedimented, and critical pathway, in contrast to rapid accumulations of qualifications acquired in a fragmented and…
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Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.