{"title":"远程同伴教学辅导的后续培训对农村学校中学科学教师探究式教学实践的影响","authors":"S. C. Lee, G. Nugent, G. M. Kunz, J. Houston","doi":"10.1080/1046560x.2024.2327774","DOIUrl":null,"url":null,"abstract":"Research has highlighted the significant decline in teachers’ implementation of newly acquired teaching practices following professional development (PD), primarily attributed to the absence of fol...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"7 1","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Effects of a Follow-up PD with Distance-based Peer Instructional Coaching on Secondary Science Teachers’ Inquiry-based Teaching Practices in Rural Schools\",\"authors\":\"S. C. Lee, G. Nugent, G. M. Kunz, J. Houston\",\"doi\":\"10.1080/1046560x.2024.2327774\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Research has highlighted the significant decline in teachers’ implementation of newly acquired teaching practices following professional development (PD), primarily attributed to the absence of fol...\",\"PeriodicalId\":47326,\"journal\":{\"name\":\"Journal of Science Teacher Education\",\"volume\":\"7 1\",\"pages\":\"\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2024-03-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Science Teacher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/1046560x.2024.2327774\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Science Teacher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1046560x.2024.2327774","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Effects of a Follow-up PD with Distance-based Peer Instructional Coaching on Secondary Science Teachers’ Inquiry-based Teaching Practices in Rural Schools
Research has highlighted the significant decline in teachers’ implementation of newly acquired teaching practices following professional development (PD), primarily attributed to the absence of fol...
期刊介绍：
Journal of Science Teacher Education (JSTE) is the flagship journal of the Association for Science Teacher Education. It serves as a forum for disseminating high quality research and theoretical position papers concerning preservice and inservice education of science teachers. The Journal features pragmatic articles that offer ways to improve classroom teaching and learning, professional development, and teacher recruitment and retention at pre K-16 levels.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
