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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

IF 3.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Technology Pedagogy and Education Pub Date : 2024-06-06 DOI:10.1080/1475939x.2024.2361679
Mostafa Nazari, Haniye Seyri
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引用次数: 0

摘要

本研究以解释性现象学方法为框架，探讨了教学科目（即学科）在COVID-19项目中伊朗教师在线身份建构中的作用。
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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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...
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来源期刊
Technology Pedagogy and Education
Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.50
自引率
2.00%
发文量
25
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