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
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。
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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