Kasvatus 2022 Vol 53 No 4 The Finnish Journal of Education

Kirjoittajat

  • Toimitus

DOI:

https://doi.org/10.33348/kvt.122480

Avainsanat:

academic emotion, primary education, problem-solving, reflection, self-assessment, belongingness, culturally and linguistically responsive education, interaction, mother tongue teachers, multilingual students, school community, basic education, co-operation, functional capacity, multiprofessional, physical education teacher, school nurse, asymmetric interaction, autism spectrum, overlapping projects, qualitative content analysis, social initiations, social skills, unresponsiveness, comprehensive school, educational policy, equality, equity, legislation, neoliberalism, non-discrimination, social justice, accusations, adult education, conversation analysis, dialogic interaction, instructor

Tiedostolataukset

Julkaistu

2022-10-25 — Päivitetty 2022-10-26

Versiot

Numero

Vol 53 Nro 4 (2022): Kasvatus

Osasto

English Summaries

Viittaaminen

Toimitus. (2022). Kasvatus 2022 Vol 53 No 4 The Finnish Journal of Education. Kasvatus, 53(4), 441-443. https://doi.org/10.33348/kvt.122480 (Original work published 2022)