Rupture as generative of professional agency: narratives from student teachers on placement during school closures

IF 1.6 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education for Teaching Pub Date : 2024-08-12 DOI:10.1080/02607476.2024.2390402

Shona McIntosh, Debra Margaret Williams Gualandi, Susan Ledger

引用次数: 0

Abstract

Existing ways of knowing how to prepare people to become teachers were insufficient when COVID-19 closed schools, and some enduring hierarchies in teacher preparation were unsettled. This re-positi...

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断裂作为专业机构的生成：学校关闭期间实习教师学生的叙述

当 COVID-19 关闭学校时，现有的了解如何培养教师的方法已不充分，教师培养中一些持久的等级制度也已不复存在。本报告重新定位了教师的培养方式。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Education for Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.50

自引率

10.00%

发文量

期刊介绍： The Journal of Education for Teaching is an established international refereed periodical which publishes original contributions on the subject of teacher education. The journal interprets "teacher education" in the widest sense, to include initial training, in-service education and staff development. The editors welcome scholarly discussions of new issues, reports of research projects or surveys of research work in particular fields, and contributions to current debates in teacher education throughout the world, generally or on specific issues.