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From Concept to School Practice: Professional Learning for Sustainable Change in the Primary Science Classroom
Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Forskning om utbildning och lärande inom lärarutbildningen (FULL).ORCID-id: 0000-0001-5283-7038
2012 (engelsk)Inngår i: Teacher learning that matters: International perspectives / [ed] Mary Kooy & Klaus van Veen, New York, NY: Routledge, 2012, s. 235-252Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

In Sweden, as in some other countries, much debate about school improvement and the raising of educational standards revolves around the issue of teachers’ professional knowledge. There is no doubt that teachers play a key role in change and school improvement, but improving the quality of teaching requires much more than acquiring new tips and tricks for classroom practice.

sted, utgiver, år, opplag, sider
New York, NY: Routledge, 2012. s. 235-252
Serie
Routledge research in education ; 62
HSV kategori
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URN: urn:nbn:se:hh:diva-16698DOI: 10.4324/9780203805879Scopus ID: 2-s2.0-84918932745ISBN: 978-0-415-88880-6 (tryckt)ISBN: 978-0-203-80587-9 (tryckt)ISBN: 978-1-136-65135-9 (digital)OAI: oai:DiVA.org:hh-16698DiVA, id: diva2:464063
Tilgjengelig fra: 2011-12-12 Laget: 2011-12-12 Sist oppdatert: 2018-07-02bibliografisk kontrollert

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