Advancing Teacher Professionalism in Rural China: An Equality-Oriented Policy Approach
Author:
Publisher
Springer International Publishing
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-16193-3_33
Reference34 articles.
1. Chu, J., Loyalka, P., Chu, J., Qu, Q. H., Shi, Y. J., Li, G., & Rozelle, S. (2015). The impact of teacher credentials on student achievement in China. China Economic Review, 36, 14–24.
2. Cohen, D. K. (2011). Teaching and its predicaments. Harvard University Press.
3. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
4. Demirkasımoğlu, N. (2010). Defining “Teacher Professionalism” from different perspectives. Procedia-Social and Behavioral Sciences, 9, 2047–2051.
5. Goodwin, A. L. (2021). Teaching standards, globalisation, and conceptions of teacher professionalism. European Journal of Teacher Education, 44(1), 5–19.
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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