Teacher Vulnerability and Teachability: A Case Study of a Mentor and Two Interns

By Robert V. Bullough Jr. 2005

99 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cf937bdce274c2476f666936ee720c133e6e7c24

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Marilyn Cochran-Smith
2. Linda Abrams
3. Laura C. Chávez-Moreno
4. Tammy M. Mills
5. Rebecca Stern
6. Alison A. Carr-Chelman
7. Charles M. Reigeluth
8. A. Villegas

Citations in the corpus

• Instructional-Design Theories and Models: Building a Common Knowledge Base. Volume III. (2009, background): “…in the professional practice setting (Saleh, McBride, & Henley, 2006), reducing turnover of new entrants to the practice setting (Newhouse et al., 2007), and allowing learners to identify additional learning needs that had not been provided by experiences prior to the internship (Bullough, 2005).”
• Critiquing Teacher Preparation Research (2015, background): “…teachers and disruptive of their learning, a few studies emphasized that dealing with tension and negotiating differences offered student teachers opportunities for professional growth (e.g., Bertone, Méard, Euzet, Ria, & Durand, 2003; Bullough, 2005; Moussay, Flavier, Zimmermann, & Méard, 2011).”