中小学新教师的教学效能感及其影响因素探析.
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- Teacher Development Research, 2021, v. 9, n. 3, p. 118, doi. 10.19618/j.cnki.issn2096-319x.2021.03.014
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Works matching IS 2096319X AND DT 2021 AND VI 9 AND IP 3
Results: 14
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小学教师专业核心素养的调查与思考 ———基于江西省 2564 位小学教师的数据.
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- Teacher Development Research, 2021, v. 9, n. 3, p. 107, doi. 10.19618/j.cnki.issn2096-319x.2021.03.013
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农村小规模学校教师专业发展的困境与突破 ———基于浙江省 27 所农村小规模学校的调研.
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- Teacher Development Research, 2021, v. 9, n. 3, p. 101, doi. 10.19618/j.cnki.issn2096-319x.2021.03.011
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- Article
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公费师范生成就动机对其专业承诺的影响研究.
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- Teacher Development Research, 2021, v. 9, n. 3, p. 90, doi. 10.19618/j.cnki.issn2096-319x.2021.03.011
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坚守,抑或转型 ———教师专业性的再审视.
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- Teacher Development Research, 2021, v. 9, n. 3, p. 82, doi. 10.19618/j.cnki.issn2096-319x.2021.03.010
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- Article
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教师专业发展的实践谋划及其理论反思.
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- Teacher Development Research, 2021, v. 9, n. 3, p. 74, doi. 10.19618/j.cnki.issn2096-319x.2021.03.009
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- Article
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我国教师组织承诺变迁的横断历史元分析:2005—2019.
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- Teacher Development Research, 2021, v. 9, n. 3, p. 62, doi. 10.19618/j.cnki.issn2096-319x.2021.03.008
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改革开放以来青藏地区中小学教师 培训政策演进:历程、逻辑与展望.
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- Teacher Development Research, 2021, v. 9, n. 3, p. 10, doi. 10.19618/j.cnki.issn2096-319x.2021.03.002
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坚守抑或逃离:婚恋对乡村女教师职业变动的影响 ———基于广西 15 位乡村女教师的质性研究.
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- Teacher Development Research, 2021, v. 9, n. 3, p. 45, doi. 10.19618/j.cnki.issn2096-319x.2021.03.006
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西藏藏族小学教师感知组织支持对工作满意度的影响 ———一个有调节的中介效应模型.
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- Teacher Development Research, 2021, v. 9, n. 3, p. 25, doi. 10.19618/j.cnki.issn2096-319x.2021.03.004
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青藏高原地区中小学教师特殊素养的表征及提升策略.
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- Teacher Development Research, 2021, v. 9, n. 3, p. 19, doi. 10.19618/j.cnki.issn2096-319x.2021.03.003
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特岗教师:职业跳板?———关于西部 Y 省女特岗教师小婧离职的叙事研究 .
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- Teacher Development Research, 2021, v. 9, n. 3, p. 53, doi. 10.19618/j.cnki.issn2096-319x.2021.03.007
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《教师教育课程标准(试行)》实施十周年:回顾与展望 ———专访《标准》研制专家组首席专家钟启泉教授.
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- Teacher Development Research, 2021, v. 9, n. 3, p. 1, doi. 10.19618/j.cnki.issn2096-319x.2021.03.001
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为何卓越:主流媒体中卓越乡村女教师生活空间叙事主题分析.
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- Teacher Development Research, 2021, v. 9, n. 3, p. 33, doi. 10.19618/j.cnki.issn2096-319x.2021.03.005
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