{"title":"编辑概述:辅导支持专业知识","authors":"N. Templeton, S. Jeong, Elsa G. Villarreal","doi":"10.1080/13611267.2022.2086734","DOIUrl":null,"url":null,"abstract":"explored some of the barriers hindering mentoring effectiveness. Using a qualitative thematic approach, data from four pub-lished studies were analyzed. Three groups of themes emerged as the most common barriers in teacher education, and the study explored these themes with positive conclusions and recommendations for professional practice.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Editorial overview: mentoring to support professional knowledge\",\"authors\":\"N. Templeton, S. Jeong, Elsa G. Villarreal\",\"doi\":\"10.1080/13611267.2022.2086734\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"explored some of the barriers hindering mentoring effectiveness. Using a qualitative thematic approach, data from four pub-lished studies were analyzed. Three groups of themes emerged as the most common barriers in teacher education, and the study explored these themes with positive conclusions and recommendations for professional practice.\",\"PeriodicalId\":46613,\"journal\":{\"name\":\"MENTORING & TUTORING\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2022-05-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"MENTORING & TUTORING\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/13611267.2022.2086734\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"MENTORING & TUTORING","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13611267.2022.2086734","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Editorial overview: mentoring to support professional knowledge
explored some of the barriers hindering mentoring effectiveness. Using a qualitative thematic approach, data from four pub-lished studies were analyzed. Three groups of themes emerged as the most common barriers in teacher education, and the study explored these themes with positive conclusions and recommendations for professional practice.
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
