The impact of disrupted and disjointed early professional...

Teacher Development 2010 / 11 Vol. 14; Iss. 4

The impact of disrupted and disjointed early professional development on beginning teachers

Fenwick, Ashley, Weir, Douglas
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Volume:
14
Language:
english
Journal:
Teacher Development
DOI:
10.1080/13664530.2010.533491
Date:
November, 2010
File:
PDF, 195 KB
english, 2010
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