{"title":"欧洲独特的职业发展学术研究的出现：挑战主流概念、共识和因果关系主张","authors":"Linda Evans","doi":"10.1080/02619768.2023.2289857","DOIUrl":null,"url":null,"abstract":"This article’s central focus is the distinction between mainstream North American – particularly US – scholarship and critical European scholarship, in relation to teacher professional learning and...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"4 1","pages":""},"PeriodicalIF":3.0000,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The emergence of a distinctive European scholarship of professional development: challenging mainstream conceptualisations, consensus and causality claims\",\"authors\":\"Linda Evans\",\"doi\":\"10.1080/02619768.2023.2289857\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article’s central focus is the distinction between mainstream North American – particularly US – scholarship and critical European scholarship, in relation to teacher professional learning and...\",\"PeriodicalId\":47529,\"journal\":{\"name\":\"European Journal of Teacher Education\",\"volume\":\"4 1\",\"pages\":\"\"},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2023-12-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/02619768.2023.2289857\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/02619768.2023.2289857","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The emergence of a distinctive European scholarship of professional development: challenging mainstream conceptualisations, consensus and causality claims
This article’s central focus is the distinction between mainstream North American – particularly US – scholarship and critical European scholarship, in relation to teacher professional learning and...
期刊介绍：
The European Journal of Teacher Education (EJTE) provides an opportunity for the dissemination of educational research which investigates theory, policy and practice in teacher education at pre-service and in-service levels predominantly in the countries of Europe. Relevant articles from other countries will be considered. EJTE is the official journal of the Association for Teacher Development in Europe (ATEE). Its audience includes all those who have a professional concern with or interest in the education of teachers for all age groups.
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