Unpacking the rural-urban gap of teacher involvement in inquiry-based working: the roles of school research culture and infrastructure
Author:
Affiliation:
1. Department of Educational Studies, Ghent University, Gent, Belgium
2. College of Teacher Education, South China Normal University, Guangzhou, China
Funder
The People’s Government of Guangzhou Municipality
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/19415257.2022.2155985
Reference90 articles.
1. The involvement in inquiry-based working of teachers of research-intensive versus practically oriented teacher education programmes
2. The involvement of academically educated Dutch teachers in inquiry-based working
3. Professional development in inquiry-based working; the experiences of graduates from academic teacher education programmes
4. Constructing and Reconstructing the “Rural School Problem”
5. Beyond Dichotomies
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1. What are the determinants of rural-urban divide in teachers’ digital teaching competence? Empirical evidence from a large sample;Humanities and Social Sciences Communications;2023-07-17
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