从文化历史活动理论的角度看教师在 "Covid-19 "期间为继续专业发展而进行的边界跨越：英国学校中文新手教师的案例研究

IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH

European Education Pub Date : 2024-03-17 DOI:10.1080/10564934.2024.2327848

Frances Yiying Zhang

引用次数: 0

摘要

教师持续专业发展（CPD）几乎一直是世界各国教育议程的重中之重。虽然现有研究主要强调有效的 CPD 计划...

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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Teacher’s Boundary Crossing for Continuing Professional Development During the Covid-19 Through the Lens of Cultural-Historical Activity Theory: A Case Study of a Novice Chinese Language Teacher in a UK School

Teacher continuing professional development (CPD) is almost always on the top of educational agendas in any country of the world. While existing studies primarily emphasize effective CPD programmes...

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来源期刊

European Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.20

自引率

0.00%

发文量

期刊介绍： uropean Education is published in association with the Comparative Education Society in Europe (CESE). It is an international peer-reviewed journal devoted to original inquiries and dialogue on education across the member states of the Council of Europe. Established in 1969, the journal features articles on education in individual member states, comparative studies on education across Europe, as well as the impact of European education initiatives globally. The journal especially encourages theoretical and empirical studies, interdisciplinary perspectives, and critical examination of the impact of political, economic, and social forces on education. European Education includes reviews of books and educational films, including those published/produced in English and other languages.