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Responding to the De-Professionalisation of Teaching: Empowering Teachers to Enhance Their Pedagogy Through Action Research

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Publicado no:Education Sciences vol. 15, no. 3 (2025), p. 274
Autor principal: Crawford, Renée
Publicado em:
MDPI AG
Assuntos:
Australia
Teaching
Pedagogy
Students
Professional standards
Curricula
Neoliberalism
Teachers
Professions
Accountability
Educational objectives
Knowledge
Education
Learning
Action research
Educational Quality
Recognition (Achievement)
Professional Recognition
Teacher Effectiveness
Professional Autonomy
Social Development
Academic Achievement
Personal Autonomy
Professional Occupations
Professionalism
Classroom Techniques
Access to Education
Budgeting
School Policy
Teacher Education Programs
Pedagogical Content Knowledge
Teaching (Occupation)
Evidence Based Practice
Outcomes of Education
Performance Based Assessment
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