Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17634
Title: 
The relational constitution of teacher becoming
Authors: 
Issue Date: 
Apr-2011
Citation: 
Paper presented at the American Educational Research Association (AERA) Annual Meeting, New Orleans, Louisiana, 8-12 April 2011
Abstract: 
This paper provides a situative account of a teacher becoming a technology-using
educator. The specific process of becoming was described on a micro-genetic level to show
how the process of becoming is relationally constituted with an experienced other. The
significance of this study is that it provides an empirical account on the increasingly
important issue of identity and learning.
URI: 
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