Teacher education : the situated nature of 'authenticity' in the context of reforming curriculum and assessment practices Moss, Julianne and Godinho, Sally 2007, Teacher education : the situated nature of 'authenticity' in the context of reforming curriculum and assessment practices, Curriculum perspectives, vol. 27, no. 3, pp. 36-49. Attached Files Name Description MIMEType Size Downloads Title Teacher education : the situated nature of 'authenticity' in the context of reforming curriculum and assessment practices Author(s) Moss, Julianne orcid.org/0000-0002-3086-0066 Godinho, Sally Journal name Curriculum perspectives Volume number 27 Issue number 3 Start page 36 End page 49 Publisher Australian Curriculum Studies Association Place of publication Deakin West, A.C.T. Publication date 2007 ISSN 0159-7868 Language eng Field of Research 139999 Education not elsewhere classified Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category C3.1 Non-refereed articles in a professional journal Copyright notice ©2008, Australian Curriculum Studies Association Persistent URL http://hdl.handle.net/10536/DRO/DU:30034104 Document type: Journal Article Collections: Faculty of Arts and Education School of Education   Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Fri, 15 Apr 2011, 16:26:05 EST Fri, 08 Jul 2011, 12:18:19 EST Fri, 08 Jul 2011, 12:19:05 EST Fri, 17 Oct 2014, 10:52:42 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 134 Abstract Views, 0 File Downloads  -  Detailed Statistics Created: Fri, 15 Apr 2011, 16:26:04 EST