Professional Development in Education. 2015;41(2):401-418. doi: 10.1080/19415257.2014.989256 Q13.12025

The professional identity of early years educators in England: implications for a transformative approach to continuing professional development

DOI: 10.1080/19415257.2014.989256

摘要 查看摘要

Copyright © Professional Development in Education. 中文内容为AI机器翻译，仅供参考！