{"title":"未来教师首次科学微课教学经历的跨界视角","authors":"Karthigeyan Subramaniam","doi":"10.1080/02607476.2024.2332395","DOIUrl":null,"url":null,"abstract":"The purpose of this study was on understanding and interpreting five minoritised pre-service teachers’ past educational experiences that impacted their first-time science microteaching experiences ...","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"85 1","pages":""},"PeriodicalIF":1.6000,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Border crossing perspectives of prospective teachers’ first-time science microteaching experiences\",\"authors\":\"Karthigeyan Subramaniam\",\"doi\":\"10.1080/02607476.2024.2332395\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The purpose of this study was on understanding and interpreting five minoritised pre-service teachers’ past educational experiences that impacted their first-time science microteaching experiences ...\",\"PeriodicalId\":47457,\"journal\":{\"name\":\"Journal of Education for Teaching\",\"volume\":\"85 1\",\"pages\":\"\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2024-03-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Education for Teaching\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/02607476.2024.2332395\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Education for Teaching","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/02607476.2024.2332395","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Border crossing perspectives of prospective teachers’ first-time science microteaching experiences
The purpose of this study was on understanding and interpreting five minoritised pre-service teachers’ past educational experiences that impacted their first-time science microteaching experiences ...
期刊介绍：
The Journal of Education for Teaching is an established international refereed periodical which publishes original contributions on the subject of teacher education. The journal interprets "teacher education" in the widest sense, to include initial training, in-service education and staff development. The editors welcome scholarly discussions of new issues, reports of research projects or surveys of research work in particular fields, and contributions to current debates in teacher education throughout the world, generally or on specific issues.
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