{"title":"通过专业发展实现农村教育工作者从分配社会公正到承认社会公正的转变","authors":"Sally Patfield, Jennifer Gore, Jess Harris","doi":"10.1080/1359866x.2024.2379537","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Shifting from distributive to recognitional social justice for rural educators through professional development\",\"authors\":\"Sally Patfield, Jennifer Gore, Jess Harris\",\"doi\":\"10.1080/1359866x.2024.2379537\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":47276,\"journal\":{\"name\":\"Asia-Pacific Journal of Teacher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2024-07-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Asia-Pacific Journal of Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/1359866x.2024.2379537\",\"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":"Asia-Pacific Journal of Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/1359866x.2024.2379537","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}
期刊介绍:
This journal promotes rigorous research that makes a significant contribution to advancing knowledge in teacher education across early childhood, primary, secondary, vocational education and training, and higher education. The journal editors invite for peer review theoretically informed papers - including, but not limited to, empirically grounded research - which focus on significant issues relevant to an international audience in regards to: Teacher education (including initial teacher education and ongoing professional education) of teachers internationally; The cultural, economic, political, social and/or technological dimensions and contexts of teacher education; Change, stability, reform and resistance in (and relating to) teacher education; Improving the quality and impact of research in teacher education.