{"title":"小学教师专业发展政策实施的质量:埃塞俄比亚奥罗米亚的目标、内容、方法、过程和背景概念化","authors":"G. M. Geletu, Dawit Mekonnen Mihiretie","doi":"10.1007/s10780-024-09514-1","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":39982,"journal":{"name":"Interchange","volume":"235 5","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Quality of Primary School Teachers’ Professional Development Policy Implementation: Conceptualization of Targets, Contents, Methods, Process and Contexts in Oromia, Ethiopia\",\"authors\":\"G. M. Geletu, Dawit Mekonnen Mihiretie\",\"doi\":\"10.1007/s10780-024-09514-1\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":39982,\"journal\":{\"name\":\"Interchange\",\"volume\":\"235 5\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-03-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Interchange\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s10780-024-09514-1\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Interchange","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s10780-024-09514-1","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
The Quality of Primary School Teachers’ Professional Development Policy Implementation: Conceptualization of Targets, Contents, Methods, Process and Contexts in Oromia, Ethiopia
期刊介绍:
Interchange, an externally refereed educational quarterly, embraces educational theory, research, analysis, history, philosophy, policy and practices. The journal seeks to foster exchanges among practitioners, policy-makers, and scholars and to provide a forum for comment on issues and trends in education. The journal specializes in frank argumentative articles on the fundamental purposes of education. Its articles typically challenge conventional assumptions about education and higher education and do so from perspectives in philosophy or the social sciences. A special feature is the publishing of responses, and frequently response to responses, in the same issue as the article which provoked them. Its authors are scattered throught the world. All contributions to this journal are peer reviewed.