Do Teachers Coming from Diverse Ethno-Cultural Backgrounds Represent an Added Value for the Profession? Findings of a Study Conducted in French-Speaking Switzerland.

Q4 Social Sciences

Educational Practice & Theory Pub Date : 2017-04-14 DOI:10.7459/EPT/39.1.05

Abdeljalil Akkari, S. Bauer, M. Radhouane

引用次数: 4

查看原文本刊更多论文

来自不同民族文化背景的教师是否代表了职业的附加值？在讲法语的瑞士进行的一项研究结果。

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

Educational Practice & Theory Social Sciences-Education

CiteScore

0.40

自引率

0.00%

发文量

期刊介绍： Educational Practice and Theory in its 40th year of publication continues as an important independent forum for original ideas in education research relevant to aspects of education including K-12 schools, education reforms, teaching methods and educational leadership. Educational Practice and Theory is: -a refereed journal with a distinguished panel of consulting editors; -comparative in focus; -innovative, path-finding and provocative; -diverse with reports on a wide range of countries and themes, and -applied and theoretical.