Teacher identity and pedagogy: strategies and responses of teacher educators during the covid-19 pandemic

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Research in Post-Compulsory Education Pub Date : 2024-05-05 DOI:10.1080/13596748.2024.2330783

Leonardo Morantes-Africano

引用次数: 0

Abstract

This small-scale qualitative research project is located within post-compulsory education in England and explores some of the strategies and responses employed by three initial teacher educators to...

查看原文本刊更多论文

教师身份认同与教学法：Covid-19 大流行期间师范教育工作者的策略与对策

这个小规模的定性研究项目以英格兰的义务教育后教育为背景，探讨了三位初始教师教育者在教学过程中采取的一些策略和应对措施。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Research in Post-Compulsory Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.30

自引率

14.30%

发文量

期刊介绍： Throughout the world, there is a growing awareness of the significance of vocational and post-compulsory education and training systems. The majority of countries are working hard to develop their provision, recognising the importance of post-compulsory education in providing educated and skilled people in sufficient numbers at appropriate levels to assist economic and social development. Research in Post-Compulsory Education, sponsored by the United Kingdom"s Further Education Research Association (FERA), recognises the need for more international research and analysis and the generation of relevant theory in order to identify policy needs and trends as well as priorities in this growing area.