来自不同民族文化背景的教师是否代表了职业的附加值?在讲法语的瑞士进行的一项研究结果。

Q4 Social Sciences
Abdeljalil Akkari, S. Bauer, M. Radhouane
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引用次数: 4

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。
Do Teachers Coming from Diverse Ethno-Cultural Backgrounds Represent an Added Value for the Profession? Findings of a Study Conducted in French-Speaking Switzerland.
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来源期刊
Educational Practice & Theory
Educational Practice & Theory Social Sciences-Education
CiteScore
0.40
自引率
0.00%
发文量
7
期刊介绍: Educational Practice and Theory in its 40th year of publication continues as an important independent forum for original ideas in education research relevant to aspects of education including K-12 schools, education reforms, teaching methods and educational leadership. Educational Practice and Theory is: -a refereed journal with a distinguished panel of consulting editors; -comparative in focus; -innovative, path-finding and provocative; -diverse with reports on a wide range of countries and themes, and -applied and theoretical.
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