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Creators/Authors contains: "Rodrigues, Jessica."

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  1. ; ( , athematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Sacristán, A.I. (Ed.)
    The development of a model that explains how teachers learn from teaching is critical for informing the design of quality professional development, which in turn can support teachers’ effectiveness and student learning. This article reports the authors’ effort to develop a model that brings together critical findings from existing research to unpack when and under what conditions teachers learn from teaching. Grounded in evidence drawn from research relating to teachers’ learning and practice, the authors build a rationale for the Learning from Teaching (LFT) model, introduce each component of the model and propose two conditions that increase the likelihood of teachers’ learning from their own teaching. 
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    Accepted Manuscript Full Text Available