Mo(ve)ments in professional identification: achieving professional identity and becoming a teacher in Danish and Kenyan teacher education
Author:
Affiliation:
1. Danish School of Education, Aarhus University, Aarhus, Denmark
Funder
FFU
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/03057925.2018.1508333
Reference63 articles.
1. Improving teaching and learning of basic maths and reading in Africa: Does teacher preparation count?
2. The teacher's soul and the terrors of performativity
3. Teacher accountability in context: Tanzanian primary school teachers' perceptions of local community and education administration
4. Beyond the polarization of pedagogy: models of classroom practice in Tanzanian primary schools
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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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