assail
发表于 2025-3-23 12:24:16
the school system. For equity-minded Black educators who work to disrupt systemic racism in schools, the relationship between their racial and professional identities are often in conflict. That is, Black educators often have to reconcile that they were recipients of anti-Black education and are cu
ITCH
发表于 2025-3-23 16:10:44
Mattia Mele,Giampaolo Campana,Giulia D’Avinoic that embody the reflections of science teacher educators who have applied self-study methodology to their own professional development. The material recognizes the paradox that lies between classroom science and the education of science teachers: the disciplines of science are often perceived as
出血
发表于 2025-3-23 19:59:26
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Exterior
发表于 2025-3-24 02:14:36
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门闩
发表于 2025-3-24 05:49:18
E. I. Udo,L. Huaccho Huatuco,P. D. Ballducators.Presents international perspectives with authors fr.Part of a vital Springer series on self-study practices in teaching and teacher education, this collection offers a range of contributions to the topic that embody the reflections of science teacher educators who have applied self-study me
开玩笑
发表于 2025-3-24 09:15:52
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Interstellar
发表于 2025-3-24 14:42:13
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Visual-Acuity
发表于 2025-3-24 16:07:30
Christian Spreafico,Davide Russoducators.Presents international perspectives with authors fr.Part of a vital Springer series on self-study practices in teaching and teacher education, this collection offers a range of contributions to the topic that embody the reflections of science teacher educators who have applied self-study me
BOLUS
发表于 2025-3-24 21:41:26
Lorenzo Maccioni,Yuri Borgianniducators.Presents international perspectives with authors fr.Part of a vital Springer series on self-study practices in teaching and teacher education, this collection offers a range of contributions to the topic that embody the reflections of science teacher educators who have applied self-study me
CLOT
发表于 2025-3-25 02:38:29
Yuri Borgianni,Lorenzo Maccioni,Daniela Pigossoic that embody the reflections of science teacher educators who have applied self-study methodology to their own professional development. The material recognizes the paradox that lies between classroom science and the education of science teachers: the disciplines of science are often perceived as