(Re)Constructing Teacher Knowledge
Old Quests for New Reform
Dados Bibliográficos
| ID | 4816560 |
|---|---|
| Autores | Valerie Hill-Jackson (0000-0001-6850-9928, Texas A&M University, autor correspondente), Cheryl J Craig (0000-0002-3190-9116, Texas A&M University) |
| Ano | 2023 |
| Volume | 74 |
| Fascículo | 1 |
| Páginas | 5-9 |
| Data de publicação | 2023-01-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Teacher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Editora | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/00224871221137622 |
| OpenAlex | W4311631509 |
| Idioma | EN |
| Citações recebidas | 3 |
| Referências citadas | 19 |
Mathematics education · Pedagogy · Political science · Sociology · Teacher education · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies
Rethinking teacher education in a Vuca world
Socioemotional Development
Those Who Understand
Race-Visible Teacher Education
Opportunities and challenges in the development of teachers’ knowledge
Parallel stories
Disciplines of Inquiry in Education
Knowledge and Teaching
Stories of Experience and Narrative Inquiry
Struggling to Overcome the State's Prescription for Practice
Beyond Language and Academics
Constructing 21st-Century Teacher Education
| Obras citantes distintas | 3 |
|---|---|
| Citações por ano | 1 |
| Intervalo de citações | 2023 - 2024 (2) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 3 |