How do teachers perceive their knowledge development through engaging in school-based learning activities? A case study in China
Author:
Affiliation:
1. School of Education, Tianjin University, Tianjin, China
2. Department of Education Administration and Policy, Faculty of Education, The Chinese University of Hong Kong, Hong Kong, SAR China
Funder
the Young Fund for Social Sciences and Humanities in the Ministry of Education of China
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/02607476.2021.1947135
Reference50 articles.
1. Revealing the balancing act of vertical and shared leadership in Teacher Design Teams
2. From Experience to Expertise
3. A Pragmatic View of Knowledge and Boundaries: Boundary Objects in New Product Development
4. The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review
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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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