Human elements and the pragmatic approach in the Australian, Scottish and Swedish standards for newly qualified teachers
| dc.contributor.author | Fransson, Goran | |
| dc.contributor.author | Gallant, Andrea | |
| dc.contributor.author | Shanks, Rachel | |
| dc.contributor.institution | University of Aberdeen.Initial Teacher Education (ITE) | en |
| dc.contributor.institution | University of Aberdeen.Education | en |
| dc.date.accessioned | 2018-03-19T11:32:08Z | |
| dc.date.available | 2018-03-19T11:32:08Z | |
| dc.date.issued | 2018-05 | |
| dc.description.status | Peer reviewed | en |
| dc.format.extent | 25 | |
| dc.format.extent | 488158 | |
| dc.identifier | 117404815 | |
| dc.identifier | cdb6bca0-4329-492a-afc7-de253abf2a81 | |
| dc.identifier | 85043463923 | |
| dc.identifier.citation | Fransson, G, Gallant, A & Shanks, R 2018, 'Human elements and the pragmatic approach in the Australian, Scottish and Swedish standards for newly qualified teachers', Journal of Educational Change, vol. 19, no. 2, pp. 243-267. https://doi.org/10.1007/s10833-018-9321-8 | en |
| dc.identifier.doi | 10.1007/s10833-018-9321-8 | |
| dc.identifier.iss | 2 | en |
| dc.identifier.issn | 1389-2843 | |
| dc.identifier.other | ORCID: /0000-0002-7895-5136/work/46362010 | |
| dc.identifier.uri | http://hdl.handle.net/2164/10195 | |
| dc.identifier.vol | 19 | en |
| dc.language.iso | eng | |
| dc.relation.ispartof | Journal of Educational Change | en |
| dc.subject | Comparative research | en |
| dc.subject | Educational change | en |
| dc.subject | Mega-narrative | en |
| dc.subject | Newly qualified teachers | en |
| dc.subject | Policy borrowing | en |
| dc.subject | Teacher standards | en |
| dc.subject | L Education | en |
| dc.subject.lcc | L | en |
| dc.title | Human elements and the pragmatic approach in the Australian, Scottish and Swedish standards for newly qualified teachers | en |
| dc.type | Journal article | en |