Teacher learning as identity learning: models, practices, and topics

被引：84
作者：
Beijaard, Douwe [1 ]
机构：
[1] Eindhoven Univ Technol, Eindhoven Sch Educ, Eindhoven, Netherlands
来源：
TEACHERS AND TEACHING | 2019年 / 25卷 / 01期
关键词：
D O I：
10.1080/13540602.2019.1542871
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
引用
收藏
页码：1 / 6
页数：6
相关论文
共 5 条
[1]  
[Anonymous], 2000, Narrative inquiry: Experience and story in qualitative research
[2]  
Beijaard D., 2017, SAGE HDB RES TEACHER, V2, P177, DOI DOI 10.4135/9781526402042
[3]   A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings [J].
Capps, Daniel K. ;
Crawford, Barbara A. ;
Constas, Mark A. .
JOURNAL OF SCIENCE TEACHER EDUCATION, 2012, 23 (03) :291-318
[4]   Identity learning: the core process of educational change [J].
Geijsel, F ;
Meijers, F .
EDUCATIONAL STUDIES, 2005, 31 (04) :419-430
[5]  
Rodgers C., 2008, Handbook of research on teacher education, V3rd, P732
1