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Ovens, A., & Tinning, R. (2009) Reflection as situated practice: A memory-work study of lived experience in teacher education', Teaching and Teacher Education, 25(8), 1125-1131
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Cassidy, T., & Ovens, A. (2009) Curriculum acoustics: analysing the changing voice of the New Zealand Physical Education Curriculum', In:Maree DinanThompson(ed.), Health and Physical Education and Curriculum Study: contemporary critical issues in Australia and New Zealand., Melbourne, Oxford University Press
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Ovens, A. (2009) Personal politics and identity in student teachers’ stories of learning to teach. In Mattos, A. (Ed) Narratives on Teaching and Teacher Education: An International Perspective, Palgrave McMillan
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Tinning, R., & Ovens, A. (2009). Aprender a convertirse en un docente (en formación) reflexivo. In L. Alvarez & R. Gomez (Eds.), La Educación Física y el deporte en la edad escolar: El giro reflexivo en la enseñanza (pp. 181-200).Buenos Aires, Argentina: Miño y Dávila
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Ovens, A. (2007) Telling stories about learning to teach, Journal of Physical Education New Zealand, 40, (3), p11-14, 2007
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Ovens, A. & Smith, W. (2006). Skill: Making sense of a complex concept. Journal of Physical Education New Zealand. 39(1), pp 72-82
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Ovens, A. (2004). School physical education: Reflections on key issues shaping the field. Waikato Journal of Education. 10, pp 27-32
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Ovens, A. (2003) Learning to teach through the practicum: A situated learning perspective. In Ross, B. & Burroughs, L. (Eds). Two feet walking: Perspectives on Health and Physical Education in New Zealand, Palmerston North; Dunmore Press
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Ovens, A. (2004). Using peer coaching and action research to structure the practicum: An analysis of student teacher perceptions. Journal of Physical Education New Zealand. 37(1), pp 45-60
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Ovens, A. (1996). Field Experience: An Analysis of Students' Problems. Journal of Physical Education New Zealand, Vol 29 (1); pp 17-22