Developing Teacher Identity through Situated Cognition Approaches to Teacher Education
Developing Teacher Identity through Situated Cognition Approaches to Teacher Education
复制标题
通过教师教育的情境认知方法发展教师身份
DOI：
10.4135/9781526402042.n9
复制
发表时间：
2017
期刊：
影响因子：
7.1
通讯作者：
Sue Cherrington
中科院分区：
文献类型：
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作者：
Sue Cherrington
