教师跨界学习研究:概念、现状与展望 : —“跨界教育实践中的教师学习与发展国际研讨会冶综述.
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- Teacher Development Research, 2022, v. 6, n. 3, p. 116, doi. 10.19618/j.cnki.issn2096-319x.2022.03.015
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Works matching IS 2096319X AND DT 2022 AND VI 6 AND IP 3
Results: 15
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学习共同体：激发教师专业自觉的发展模式.
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- Teacher Development Research, 2022, v. 6, n. 3, p. 71, doi. 10.19618/j.cnki.issn2096-319x.2022.03.009
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中国古代士人的“道品”与今日的师德建设.
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- Teacher Development Research, 2022, v. 6, n. 3, p. 15, doi. 10.19618/j.cnki.issn2096-319x.2022.03.002
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国际教师数字胜任力研究:概念框架、影响机制与实践路径.
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- Teacher Development Research, 2022, v. 6, n. 3, p. 105, doi. 10.19618/j.cnki.issn2096-319x.2022.03.014
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5
教师情感素养提升:从“离身冶忘我到“具身冶在我.
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- Teacher Development Research, 2022, v. 6, n. 3, p. 84, doi. 10.19618/j.cnki.issn2096-319x.2022.03.011
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学前教育高质量发展背景下的园长培训: 需求、问题与变革路径.
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- Teacher Development Research, 2022, v. 6, n. 3, p. 78, doi. 10.19618/j.cnki.issn2096-319x.2022.03.010
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7
多重制度逻辑下中小学教师培训的协同治理.
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- Teacher Development Research, 2022, v. 6, n. 3, p. 65, doi. 10.19618/j.cnki.issn2096-319x.2022.03.008
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教师教育惩戒的育人动机及伦理规范.
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- Teacher Development Research, 2022, v. 6, n. 3, p. 98, doi. 10.19618/j.cnki.issn2096-319x.2022.03.013
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9
教师教学理解的事象与路向.
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- Teacher Development Research, 2022, v. 6, n. 3, p. 91, doi. 10.19618/j.cnki.issn2096-319x.2022.03.012
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10
教师教育公共性的危机表征与重构路径.
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- Teacher Development Research, 2022, v. 6, n. 3, p. 49, doi. 10.19618/j.cnki.issn2096-319x.2022.03.006
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西部义务教育高质量师资城乡分布失衡的现实表征与优化策略.
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- Teacher Development Research, 2022, v. 6, n. 3, p. 37, doi. 10.19618/j.cnki.issn2096-319x.2022.03.005
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12
上海市中小学教师职业道德现状的调查研究.
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- Teacher Development Research, 2022, v. 6, n. 3, p. 30, doi. 10.19618/j.cnki.issn2096-319x.2022.03.004
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知识社会学视域下的师德:形态流变与建设路径.
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- Teacher Development Research, 2022, v. 6, n. 3, p. 22, doi. 10.19618/j.cnki.issn2096-319x.2022.03.003
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实施《教师法》地方性法规的特色性研究——基于我国29个省份地方性法规的内容分析.
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- Teacher Development Research, 2022, v. 6, n. 3, p. 57, doi. 10.19618/j.cnki.issn2096-319x.2022.03.007
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修己以安人:儒家文化视角下教师的角色与幸福: —对话北京大学文东茅教授.
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- Teacher Development Research, 2022, v. 6, n. 3, p. 1, doi. 10.19618/j.cnki.issn2096-319x.2022.03.001
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