英国研究型大学参与教师教育的现状、历史经验及启示.
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- Teacher Development Research, 2024, v. 8, n. 4, p. 117, doi. 10.19618/j.cnki.issn2096-319x.2024.04.016
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Works matching IS 2096319X AND DT 2024 AND VI 8 AND IP 4
Results: 16
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职初教师生活满意度的发展轨迹: 职业认同和情绪调节的预测作用.
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- Teacher Development Research, 2024, v. 8, n. 4, p. 108, doi. 10.19618/j.cnki.issn2096-319x.2024.04.015
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- Article
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资源保存理论视角下实习教师的抗逆力现状及改善建议.
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- Teacher Development Research, 2024, v. 8, n. 4, p. 88, doi. 10.19618/j.cnki.issn2096-319x.2024.04.013
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教育家不是自封的,是工作的结果———专访顾明远先生.
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- Teacher Development Research, 2024, v. 8, n. 4, p. 63, doi. 10.19618/j.cnki.issn2096-319x.2024.04.009
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我国幼儿园教师复原力模型建构与特征阐释.
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- Teacher Development Research, 2024, v. 8, n. 4, p. 97, doi. 10.19618/j.cnki.issn2096-319x.2024.04.014
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教育现代化视域下的中小学教师教学能力:特征、问题及提升策略.
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- Teacher Development Research, 2024, v. 8, n. 4, p. 82, doi. 10.19618/j.cnki.issn2096-319x.2024.04.012
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义务教育交流轮岗教师专业发展的理念、逻辑及路径.
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- Teacher Development Research, 2024, v. 8, n. 4, p. 75, doi. 10.19618/j.cnki.issn2096-319x.2024.04.011
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“国优计划冶何以培优? ———基于“国优生冶培养体系构建的实践审思.
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- Teacher Development Research, 2024, v. 8, n. 4, p. 69, doi. 10.19618/j.cnki.issn2096-319x.2024.04.010
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9
教师作为课程改革主体的意蕴、生成途径与条件.
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- Teacher Development Research, 2024, v. 8, n. 4, p. 28, doi. 10.19618/j.cnki.issn2096-319x.2024.04.004
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教育局长教育培训的历程、经验和展望.
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- Teacher Development Research, 2024, v. 8, n. 4, p. 9, doi. 10.19618/j.cnki.issn2096-319x.2024.04.002
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教育内卷的反思与破解:教授校长十年的实践探索.
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- Teacher Development Research, 2024, v. 8, n. 4, p. 57, doi. 10.19618/j.cnki.issn2096-319x.2024.04.008
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小学校大学问: 徜徉于中小学教育管理理论与实践之间.
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- Teacher Development Research, 2024, v. 8, n. 4, p. 48, doi. 10.19618/j.cnki.issn2096-319x.2024.04.007
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以研究促进教师主体性实现的困境、逻辑与区域策略.
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- Teacher Development Research, 2024, v. 8, n. 4, p. 42, doi. 10.19618/j.cnki.issn2096-319x.2024.04.006
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数字时代教师主体性的挑战与重塑.
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- Teacher Development Research, 2024, v. 8, n. 4, p. 36, doi. 10.19618/j.cnki.issn2096-319x.2024.04.005
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中小学校长培训的历史发展、 实践进路与未来展望.
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- Teacher Development Research, 2024, v. 8, n. 4, p. 1, doi. 10.19618/j.cnki.issn2096-319x.2024.04.001
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16
高等师范教育的弱化与强化.
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- Teacher Development Research, 2024, v. 8, n. 4, p. 18, doi. 10.19618/j.cnki.issn2096-319x.2024.04.003
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- Article