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10.1080/10476210.2019.1693535
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Understanding changes in teacher beliefs and identity formation: A case study of three novice teachers in Hong Kong
Jing Huang
Yi Wang
Feng Teng
Routledge
Teaching Education, 2019. doi:10.1080/10476210.2019.1693535
Novice teachers
teacher beliefs
teacher identity
teacher education
Journal
Teaching Education
© 2019 Informa UK Limited, trading as Taylor & Francis Group
1047-6210
1470-1286
00
00
1
15
10.1080/10476210.2019.1693535
https://doi.org/10.1080/10476210.2019.1693535
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2019-12-02T19:52:58+05:30
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2019-12-04T06:47:17-08:00
2019-12-04T06:47:17-08:00
Novice teachers; teacher beliefs; teacher identity; teacher education
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