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Inquiry into Teacher Learning: Secondary Teachers' Historical Inquiry Practices Following a Sustained Professional Learning Experience

机译：教师学习探究：持续的专业学习经历后中学教师的历史探究实践

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作者
Doornbos, Linda;
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作者单位

Michigan State University;

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授予单位 Michigan State University;
学科
学位 Ph.D.
年度 2018
页码 183 p.
总页数 183
原文格式 PDF
正文语种 eng
中图分类
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2. Overcoming a Learning Bottleneck: Inquiry Professional Development for Secondary Science Teachers [J] . Christine Lotter, William S. Harwood, J. José Bonner Journal of Science Teacher Education . 2006,第3期

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3. Teachers' Roles, Students' Personalities, Inquiry Learning Outcomes, and Practices of Science and Engineering:The Development and Validation of the McGill Attainment Value for Inquiry Engagement Survey in STEM Disciplines [J] . Ibrahim Ahmed, Aulls Mark W., Shore Bruce M. Limnology and oceanography, methods . 2017,第7期

机译：教师角色，学生的个性，探究学习成果和科学与工程的实践：麦格尔在词根学科探究性参与调查的发展和验证
4. A narrative inquiry into professional identity construction of university EFL teachers in China: A case study of three teachers based in community of practice [C] . Jiang Yuhong, Min Huizi, Chen Yan, International Conference on Information Technology Based Higher Education and Training . 2013

机译：中国大学英语教师专业身份建构的叙事探索：以实践社区为基础的三位教师的个案研究

Inquiry into Teacher Learning: Secondary Teachers' Historical Inquiry Practices Following a Sustained Professional Learning Experience

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