新任教师学习与发展: 质变学习视野中的挑战及支持.
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- Teacher Development Research, 2022, v. 6, n. 2, p. 64, doi. 10.19618/j.cnki.issn2096-319x.2022.02.007
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Works matching IS 2096319X AND DT 2022 AND VI 6 AND IP 2
Results: 14
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项目式学习中教师情感的改变及启示 ———基于扎根理论的质性分析.
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- Teacher Development Research, 2022, v. 6, n. 2, p. 93, doi. 10.19618/j.cnki.issn2096-319x.2022.02.011
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式微与复归:情感社会学视野下的教师教学情感.
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- Teacher Development Research, 2022, v. 6, n. 2, p. 86, doi. 10.19618/j.cnki.issn2096-319x.2022.02.010
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- Article
4
城乡教师网络共享教育非物质资源存在的问题及对策.
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- Teacher Development Research, 2022, v. 6, n. 2, p. 72, doi. 10.19618/j.cnki.issn2096-319x.2022.02.008
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- Article
5
中小学教师职称制度:沿革、检视与优化.
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- Teacher Development Research, 2022, v. 6, n. 2, p. 32, doi. 10.19618/j.cnki.issn2096-319x.2022.02.008
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- Article
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美国教育领导者信息化领导力提升之路与启示 ———基于《美国教育领导者教育技术标准》的质化分析.
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- Teacher Development Research, 2022, v. 6, n. 2, p. 116, doi. 10.19618/j.cnki.issn2096-319x.2022.02.014
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- Article
7
校长如何引领教师专业成长? ———英国、芬兰、加拿大、日本的实践与启示.
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- Teacher Development Research, 2022, v. 6, n. 2, p. 108, doi. 10.19618/j.cnki.issn2096-319x.2022.02.013
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“教师不是教育体制中的被动齿轮冶 : 杜威论教师工作自主.
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- Teacher Development Research, 2022, v. 6, n. 2, p. 101, doi. 10.19618/j.cnki.issn2096-319x.2022.02.012
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9
党的十九大以来幼儿园教师队伍建设政策的价值维度与实践向度.
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- Teacher Development Research, 2022, v. 6, n. 2, p. 26, doi. 10.19618/j.cnki.issn2096-319x.2022.02.004
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10
论教师的技术适应与促进主张.
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- Teacher Development Research, 2022, v. 6, n. 2, p. 78, doi. 10.19618/j.cnki.issn2096-319x.2022.02.009
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11
党的十九大以来教师队伍建设的成就、经验与展望.
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- Teacher Development Research, 2022, v. 6, n. 2, p. 16, doi. 10.19618/j.cnki.issn2096-319x.2022.02.003
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个人-组织匹配对交流轮岗教师组织公民行为的影响 ———工作满意度的中介作用.
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- Teacher Development Research, 2022, v. 6, n. 2, p. 54, doi. 10.19618/j.cnki.issn2096-319x.2022.02.006
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党的十九大以来教师教育政策导向与实施策略 ———基于公共政策的视角.
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- Teacher Development Research, 2022, v. 6, n. 2, p. 8, doi. 10.19618/j.cnki.issn2096-319x.2022.02.002
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中国特色世界一流教师教育体系建设的探索 ———基于党的十九大以来我国教师教育政策的视角.
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- Teacher Development Research, 2022, v. 6, n. 2, p. 1, doi. 10.19618/j.cnki.issn2096-319x.2022.02.001
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- Article