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dc.contributor.authorRobson, Dean
dc.contributor.authorMtika, Peter
dc.date.accessioned2019-08-28T23:03:43Z
dc.date.available2019-08-28T23:03:43Z
dc.date.issued2017-09-04
dc.identifier.citationRobson , D & Mtika , P 2017 , ' Newly qualified teachers’ professional learning through practitioner enquiry : Investigating partnership-based mentoring ' , International Journal of Mentoring and Coaching in Education , vol. 6 , no. 3 , pp. 242 -260 . https://doi.org/10.1108/IJMCE-03-2017-0027en
dc.identifier.otherPURE: 101950251
dc.identifier.otherPURE UUID: d46b1835-4e8f-4c6c-974c-d07ece5d33bc
dc.identifier.otherScopus: 85028367993
dc.identifier.otherORCID: /0000-0001-6017-4617/work/79764576
dc.identifier.urihttp://hdl.handle.net/2164/12802
dc.identifier.urihttp://www.emeraldinsight.com/doi/full/10.1108/IJMCE-03-2017-0027en
dc.descriptionThis work was funded by the Scottish Government.en
dc.format.extent19
dc.language.isoeng
dc.relation.ispartofInternational Journal of Mentoring and Coaching in Educationen
dc.subjectcollaborative partnershipen
dc.subjectmentoringen
dc.subjectnewly qualified teachersen
dc.subjectprofessional learningen
dc.subjectenquiryen
dc.subjectProfessional development for teachersen
dc.subjectPractitioner enquiryen
dc.subjectL Educationen
dc.subject.lccLen
dc.titleNewly qualified teachers’ professional learning through practitioner enquiry : Investigating partnership-based mentoringen
dc.typeJournal articleen
dc.contributor.institutionUniversity of Aberdeen.Initial Teacher Education (ITE)en
dc.contributor.institutionUniversity of Aberdeen.Educationen
dc.description.statusPeer revieweden
dc.description.versionPostprinten
dc.identifier.doihttps://doi.org/10.1108/IJMCE-03-2017-0027
dc.date.embargoedUntil2019-08-29
dc.identifier.urlhttp://www.emeraldinsight.com/doi/full/10.1108/IJMCE-03-2017-0027en
dc.identifier.vol6en
dc.identifier.iss3en


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