Practitioner Enquiry as Lifelong Teacher Education for Inclusion
This article focuses on the use of a practitioner enquiry (PE) course to develop teacher education for inclusion, particularly when referring to continuous professional development (CPD). The article aims to answer the following research questions: How does this PE course compared to other experienc...
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| Auteurs principaux: | , , , |
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| Format: | Artigo |
| Langue: | Inglês |
| Publié: |
MDPI AG
2024-03-01
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| Collection: | Education Sciences |
| Sujets: | |
| Accès en ligne: | https://www.mdpi.com/2227-7102/14/3/268 |
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