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[null,"1.","Record Nr.",null,"UNINA9910836888203321"]
[null,null,"Autore",null,"Jensen Andreas Reier <1974->"]
[null,null,"Titolo",null,"Innvielse til læreryrket : en analyse av praksislæreres veiledningssamtaler / Andreas Reier Jensen"]
[null,null,"Pubbl/distr/stampa",null,"[Oslo], : Cappelen Damm akademisk, : NOASP, [2019]"]
[null,null,"ISBN",null,"82-02-63253-6"]
[null,null,"Edizione",null,"[Digital original]"]
[null,null,"Descrizione fisica",null,"1 fil : illustrasjoner"]
[null,null,"Disciplina",null,"370.711"]
[null,null,"Soggetti",null,"Veiledning"]
[{"$nulls":4},"Rettleiing"]
[{"$nulls":4},"Lærerrollen"]
[{"$nulls":4},"Lærarrollen"]
[null,null,"Lingua di pubblicazione",null,"Norwegian (Bokmal)"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","1. e-bokutgave tilsvarer 1. trykte utgave 2019"]
[null,null,null,"Sommario/riassunto","NB! hentet fra prosjektbeskrivelse, tidlig utkast:   This study investigates cooperating teachers' 'recontextualisation' of a 'pedagogical discourse' (Bernstein, 2000) in the pre-service teacher practicum. Throughout what is known as formal feedback conversations (FFC), cooperating teachers guide and control pre-service teachers to ensure that they hold sufficient skills and abilities to teach. My aim is to grasp both the aspects of 'how' and 'what', as well as 'social positioning' in the FFC. The empirical base consists of 17 cases of FFCs in five primary and secondary schools in southern Norway."]