合作省思專業成長模式對國小教師的教學知識與信念以及社群關係之影響

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dc.contributor.author何縕琪zh_tw
dc.contributor.author張景媛zh_tw
dc.contributor.authorYUN-CHI HO and CHING-YUAN CHANGen_US
dc.date.accessioned2014-10-27T15:09:42Z
dc.date.available2014-10-27T15:09:42Z
dc.date.issued2003-04-??zh_TW
dc.identifier340EE05A-3C87-B238-EB40-ADECEE292161zh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/11075
dc.language中文zh_TW
dc.publisher國立臺灣師範大學教育心理學系zh_tw
dc.publisherDepartment of Educational Psychology, NTNUen_US
dc.relation34，157-178zh_TW
dc.relation.ispartof教育心理學報zh_tw
dc.subject.other合作省思專業成長模式zh_tw
dc.subject.other國小教師zh_tw
dc.subject.other教學知識與信念zh_tw
dc.subject.other社群關係zh_tw
dc.subject.otherCooperative-reflective professional growth modelen_US
dc.subject.otherCommunity relationshipen_US
dc.subject.otherElementarty school teacheren_US
dc.subject.otherTeaching knowledge and beliefsen_US
dc.title合作省思專業成長模式對國小教師的教學知識與信念以及社群關係之影響zh-tw
dc.title.alternativeThe Influence of Cooperative-Reflective Professional Growth Model on Teachers' Teaching Knowledge, Beliefs and Teaching-Related Community Relationships: A Case Study of an Elementary School in Taipeizh_tw

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