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A conceptual model for teachers' continuous professional development through lesson study : capturing inputs, processes, and outcomes

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dc.contributor.authorKager, Klara
dc.contributor.authorMynott, John
dc.contributor.authorVock, Miriam
dc.contributor.institutionUniversity of Aberdeen.Initial Teacher Education (ITE)en
dc.contributor.institutionUniversity of Aberdeen.Educationen
dc.date.accessioned2023-08-29T15:02:00Z
dc.date.available2023-08-29T15:02:00Z
dc.date.issued2023-12
dc.descriptionThis research has been funded by the BMBF (Bundesministerium für Bildung und Forschung, Berlin, Germany).en
dc.description.statusPeer revieweden
dc.format.extent11
dc.format.extent1907658
dc.identifier271572501
dc.identifier1937420b-88a8-42f5-8d25-244dd1e9188b
dc.identifier85166316346
dc.identifier.citationKager, K, Mynott, J & Vock, M 2023, 'A conceptual model for teachers' continuous professional development through lesson study : capturing inputs, processes, and outcomes', International Journal of Educational Research Open, vol. 5, 100272. https://doi.org/10.1016/j.ijedro.2023.100272en
dc.identifier.doi10.1016/j.ijedro.2023.100272
dc.identifier.otherORCID: /0000-0002-8714-6525/work/141721671
dc.identifier.urihttps://hdl.handle.net/2164/21576
dc.identifier.vol5en
dc.language.isoeng
dc.relation.ispartofInternational Journal of Educational Research Openen
dc.subjectL Educationen
dc.subject.lccLen
dc.titleA conceptual model for teachers' continuous professional development through lesson study : capturing inputs, processes, and outcomesen
dc.typeJournal articleen

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