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https://hdl.handle.net/1822/52385
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Campo DC | Valor | Idioma |
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dc.contributor.author | Flores, Maria Assunção | por |
dc.date.accessioned | 2018-03-14T15:31:24Z | - |
dc.date.issued | 2015 | - |
dc.identifier.citation | Flores, M. A. (2015) Editorial. Teacher learning and learning from teaching, Teachers and Teaching Theory and Practice, 21 (1), pp.1-3 | por |
dc.identifier.issn | 1354-0602 | - |
dc.identifier.uri | https://hdl.handle.net/1822/52385 | - |
dc.description.abstract | Teacher learning has attracted a great deal of attention over the last decades. Researchers have sought to shed light on the content, nature, process and outcome of teachers’ learning as well as on their preferences and on the conditions that might foster or hinder their professional growth (Day, 2001; Forte & Flores, 2014; Lieberman, 1996; Meirink, Meijer, Verloop, & Bergen, 2009). Empirical work showed that emancipatory and practical motives to engage in professional development opportunities (e.g. developing oneself and generating a new purpose for teaching) have been identified as more important than policy and instrumental ones (such as implementing government policies and career progression purposes), although the latter has been also recognised as an important factor (Flores et al., 2007; Forte & Flores, 2014). | por |
dc.description.sponsorship | CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portugal | por |
dc.description.sponsorship | National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562 | por |
dc.language.iso | eng | por |
dc.publisher | Taylor & Francis | por |
dc.relation | info:eu-repo/grantAgreement/FCT/5876/147313/PT | por |
dc.rights | restrictedAccess | por |
dc.subject | teaching | por |
dc.subject | teachers | por |
dc.title | Teacher learning and learning from teaching | por |
dc.type | journalEditorial | por |
dc.peerreviewed | yes | por |
dc.relation.publisherversion | https://www.tandfonline.com/doi/abs/10.1080/13540602.2014.928118 | por |
oaire.citationStartPage | 1 | por |
oaire.citationEndPage | 3 | por |
oaire.citationIssue | 1 | por |
oaire.citationVolume | 21 | por |
dc.identifier.doi | 10.1080/13540602.2014.928118 | por |
dc.subject.fos | Ciências Sociais::Ciências da Educação | por |
dc.description.publicationversion | info:eu-repo/semantics/publishedVersion | por |
dc.subject.wos | Social Sciences | por |
sdum.journal | Teachers and Teaching: Theory and Practice | por |
Aparece nas coleções: | CIEC - Artigos (Papers) |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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Teacher learning and learning from teaching.pdf Acesso restrito! | 66,81 kB | Adobe PDF | Ver/Abrir |