{"title":"教育信息与传播技术政策中的教师定位：对资源不足情况下数字教师身份发展的影响","authors":"Felix Kwihangana","doi":"10.1080/02680939.2024.2386309","DOIUrl":null,"url":null,"abstract":"This study explores how ICT policies assign positions and digital teacher identities to educators in under-resourced contexts. It examines implications of such positioning on the training of techno...","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"46 1","pages":""},"PeriodicalIF":2.8000,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teacher positioning in educational ICT policies: implications for digital teacher identity development in under-resourced contexts\",\"authors\":\"Felix Kwihangana\",\"doi\":\"10.1080/02680939.2024.2386309\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study explores how ICT policies assign positions and digital teacher identities to educators in under-resourced contexts. It examines implications of such positioning on the training of techno...\",\"PeriodicalId\":51404,\"journal\":{\"name\":\"Journal of Education Policy\",\"volume\":\"46 1\",\"pages\":\"\"},\"PeriodicalIF\":2.8000,\"publicationDate\":\"2024-08-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Education Policy\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/02680939.2024.2386309\",\"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":"Journal of Education Policy","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/02680939.2024.2386309","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}
Teacher positioning in educational ICT policies: implications for digital teacher identity development in under-resourced contexts
This study explores how ICT policies assign positions and digital teacher identities to educators in under-resourced contexts. It examines implications of such positioning on the training of techno...
期刊介绍：
The Journal of Education Policy publishes original, critically and theoretically informed research that discusses, analyses and debates policymaking, policy implementation and the impact of policy at all levels and in all facets of formal and informal education. The journal is interested in analysis and theorisation of policy that is transposable, that has generic interest and relevance - national policy case studies would need to be conceptually and/or methodologically generalisable. The journal also publishes work that presents new methods of research and research studies that are experimental and innovative. The journal offers a forum for theoretical debate, as well as historical, philosophical and comparative studies, across different countries, contexts and levels of education. A valuable resource for academics, researchers, educators and policy makers, Journal of Education Policy provides rigorous and original insights into educational policy development, implications and global impact.
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