Titlebook: Sustainable Design and Manufacturing 2019; Proceedings of the 6 Peter Ball,Luisa Huaccho Huatuco,Rossi Setchi Conference proceedings 2019 S

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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

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

Exterior

门闩

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

Interstellar

Visual-Acuity

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

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

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