dc.contributor.author | Beaton, Mhairi C | |
dc.contributor.author | Thomson, Stephanie | |
dc.contributor.author | Cornelius, Sarah | |
dc.contributor.author | Lofthouse, Rachel | |
dc.contributor.author | Kools, Quinta | |
dc.contributor.author | Huber, Susanne | |
dc.date.accessioned | 2021-05-20T16:05:01Z | |
dc.date.available | 2021-05-20T16:05:01Z | |
dc.date.issued | 2021-02 | |
dc.identifier.citation | Beaton , M C , Thomson , S , Cornelius , S , Lofthouse , R , Kools , Q & Huber , S 2021 , ' Conceptualising teacher education for inclusion : lessons for the professional learning of educators from transnational and cross-sector perspectives ' , Sustainability , vol. 13 , no. 4 , 2167 . https://doi.org/10.3390/su13042167 | en |
dc.identifier.issn | 2071-1050 | |
dc.identifier.other | PURE: 187515680 | |
dc.identifier.other | PURE UUID: 0bab92d0-0cd5-4b7b-9a41-17879947e578 | |
dc.identifier.other | Scopus: 85101634752 | |
dc.identifier.other | WOS: 000624806200001 | |
dc.identifier.other | ORCID: /0000-0002-6131-9512/work/93483240 | |
dc.identifier.uri | https://hdl.handle.net/2164/16513 | |
dc.description | Funding Information: Funding: The PROMISE project was funded by the Erasmus+ Strategic Partnerships scheme: grant agreement no. 2018-1-UK01-KA201-048038. | en |
dc.format.extent | 17 | |
dc.language.iso | eng | |
dc.relation.ispartof | Sustainability | en |
dc.rights | © 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/4.0/). | en |
dc.subject | SDG 4 - Quality Education | en |
dc.subject | SDG 7 - Affordable and Clean Energy | en |
dc.subject | Diversity | en |
dc.subject | Inclusive practice | en |
dc.subject | Interprofessional learning | en |
dc.subject | Professional learning and development | en |
dc.subject | Teacher education | en |
dc.subject | professional learning and development | en |
dc.subject | inclusive practice | en |
dc.subject | diversity | en |
dc.subject | teacher education | en |
dc.subject | interprofessional learning | en |
dc.subject | L Education | en |
dc.subject | Geography, Planning and Development | en |
dc.subject | Management, Monitoring, Policy and Law | en |
dc.subject | Renewable Energy, Sustainability and the Environment | en |
dc.subject.lcc | L | en |
dc.title | Conceptualising teacher education for inclusion : lessons for the professional learning of educators from transnational and cross-sector perspectives | en |
dc.type | Journal article | en |
dc.contributor.institution | University of Aberdeen.Education School Administration | en |
dc.contributor.institution | University of Aberdeen.Initial Teacher Education (ITE) | en |
dc.contributor.institution | University of Aberdeen.Education | en |
dc.description.status | Peer reviewed | en |
dc.description.version | Publisher PDF | en |
dc.identifier.doi | https://doi.org/10.3390/su13042167 | |
dc.identifier.url | http://www.scopus.com/inward/record.url?scp=85101634752&partnerID=8YFLogxK | en |
dc.identifier.vol | 13 | en |
dc.identifier.iss | 4 | en |