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期刊名：Teachers and teaching

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ISSN：1354-0602

e-ISSN：1470-1278

IF/分区：1.9/Q2

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共收录本刊相关文章索引697条
Clinical Trial Case Reports Meta-Analysis RCT Review Systematic Review
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Knowledge and Teaching [0.03%]
Kennedy, Mary M. Kennedy
Teachers and Teaching. 2002;8(3):355-370. DOI:10.1080/135406002100000495 2002
Editorial [0.03%]
Beijaard, Douwe Beijaard
Teachers and Teaching. 2014;20(4):391-393. DOI:10.1080/13540602.2014.881645 2014
The apprenticeship of observation in career contexts: a typology for the role of modeling in teachers’ career paths [0.03%]
Rinke, Carol R.; Mawhinney, Lynnette; Park et al. Rinke et al.
Teachers and Teaching. 2014;20(1):92-107. DOI:10.1080/13540602.2013.848517 2014
‘It was the best of times, it was the …’: subject aims and professional identity from the perspective of one veteran male teacher of physical education in Scotland [0.03%]
Thorburn, Malcolm Thorburn
Teachers and Teaching. 2014;20(4):440-452. DOI:10.1080/13540602.2014.881641 2014
Context matters [0.03%]
Kelchtermans, Geert Kelchtermans
Teachers and Teaching. 2014;20(1):1-3. DOI:10.1080/13540602.2013.848519 2014
Teachers’ misconceptions and questionable practices when using Putonghua 1 as the medium-of-instruction: a case study of Hong Kong [0.03%]
Tam, Angela Choi Fung Tam
Teachers and Teaching. 2012;18(6):655-673. DOI:10.1080/13540602.2012.746500 2012
‘Reality check’: teachers' lives as policy critique [0.03%]
LaBoskey, Vicki Kubler LaBoskey
Teachers and Teaching: Theory and Practice. 2006;12(2):111-122. DOI:10.1080/13450600500467225 2006
The conception, construction, and maintenance of the identity of Roman Catholic female religious teachers: a historical case study from Ireland [0.03%]
O’Donoghue, Tom; Harford, Judith O’Donoghue
Teachers and Teaching. 2014;20(4):410-426. DOI:10.1080/13540602.2014.881638 2014
Considering the first year: reflection as a means to address beginning teachers’ concerns [0.03%]
Shoffner, Melanie Shoffner
Teachers and Teaching. 2011;17(4):417-433. DOI:10.1080/13540602.2011.580518 2011
Teacher-centered professionalism: a feminist perspective on supported access to digital knowledge [0.03%]
Twomey, Sarah J. Twomey
Teachers and Teaching. 2011;17(4):497-514. DOI:10.1080/13540602.2011.580527 2011