{"title":"教学主体在教师网络身份建构中的作用:一种解释性现象学方法","authors":"Mostafa Nazari, Haniye Seyri","doi":"10.1080/1475939x.2024.2361679","DOIUrl":null,"url":null,"abstract":"Framed in an interpretative phenomenological approach, this study explored the role of teaching subject (i.e. discipline) in Iranian teachers’ online identity construction during the COVID-19 pande...","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The role of teaching subject in teachers’ online identity construction: an interpretative phenomenological approach\",\"authors\":\"Mostafa Nazari, Haniye Seyri\",\"doi\":\"10.1080/1475939x.2024.2361679\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Framed in an interpretative phenomenological approach, this study explored the role of teaching subject (i.e. discipline) in Iranian teachers’ online identity construction during the COVID-19 pande...\",\"PeriodicalId\":46992,\"journal\":{\"name\":\"Technology Pedagogy and Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2024-06-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Technology Pedagogy and Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/1475939x.2024.2361679\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Technology Pedagogy and Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/1475939x.2024.2361679","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The role of teaching subject in teachers’ online identity construction: an interpretative phenomenological approach
Framed in an interpretative phenomenological approach, this study explored the role of teaching subject (i.e. discipline) in Iranian teachers’ online identity construction during the COVID-19 pande...