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991.
As teachers enter the school communities of their initial practice, they experience identity shifts that reflect their learning. Throughout teacher education they have constructed an identity informed by their previous school experiences, the ideas and approaches promoted by their teacher education programs, and an ideal of the teachers they hope to become. The complex set of influences at the boundary between their lives as students and their lives as professionals causes them to confront their identities in new and sometimes disruptive ways (Flores & Day, 2006). New teaching situations introduce them to the thinking of experienced teachers, and to the needs of their first groups of learners, challenging the notions they have so far developed about who they are as teachers (Smagorinsky, Cook, Moore, Jackson, & Fry, 2004). This paper reports on interviews with 35 new teachers as they graduate from teacher education programs and enter the profession, and details their learning about agency and role in community resulting in identity changes within this boundary space. 相似文献
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Debraj Chakrabarti 《Resonance》2011,16(8):754-769
In this popular expository article, we discuss some important ways in which complex analysis in more than one variable is
different from complex analysis in one variable. Analytic continuation in several variables is contrasted with that in one
variable, and the notion of psuedoconvexity is defined. Hartogs phenomenon and the Levi problem are also discussed in an informal
way. 相似文献
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