埃塞俄比亚因吉巴拉市行政小学教师参与校本持续专业发展与他们对变革的准备程度之间的关系

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education 3-13 Pub Date : 2024-07-25 DOI:10.1080/03004279.2024.2378872

Habtam Genie Dessie

引用次数: 0

摘要

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 relationship between teachers’ engagement in school-based continuous professional development and their readiness for change in the Injibara City Administration primary schools of Ethiopia

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来源期刊

Education 3-13 EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.50

自引率

10.00%

发文量

103

期刊介绍： Education 3-13 - International Journal of Primary, Elementary and Early Years Education is the major international publication of the Association for the Study of Primary Education (ASPE). The defining feature of the journal is that it aims to publish refereed articles representing the highest quality research and analysing practice relating to children between the ages of 3-13, both in the UK and internationally. It should be noted, however, that whilst the submission of items relating to pre-school and the transfer to secondary education are encouraged, the central focus of the journal is on primary education and articles addressing that phase are especially welcomed. Education 3-13 will be of interest to academics, students, teachers and advisers who seek perspectives on early years, primary and middle schooling. The Journal seeks to provide an avenue for the publication of research that will help to develop policy and practice in primary education and will also assist practitioners by providing helpful and stimulating ways of viewing what they do, or might do. The Journal welcomes submissions on all aspects of primary education in the form of articles that report original research, analyse practice, discuss local and national policy and initiatives, offer a comparative perspective on research and policy and report on major research projects. Illustrations, tables, figures, photos and examples of children''s work are welcomed.