Kasvatus 2024 Vol 55 No 2
The Finnish Journal of Education
Avainsanat:
actant model , early childhood education, modalities of agency, supervision, supervisory agency, teaching practice, work community, educational achievement, expectancy-value theory, gender differences, lower secondary school, motivation, phenomenon-based learning, classroom atmosphere, classroom management, collective teacher efficacy, comprehensive school, job satisfaction, self-efficacy, stress, education fees, equality, higher education, open university education, students, curriculum, ecosocial Bildung, guidance counselling, higher education pedagogy, sustainability, pedagogical development, phenomenography, sense of community
Viittaaminen
Toimitus. (2024). Kasvatus 2024 Vol 55 No 2 : The Finnish Journal of Education. Kasvatus, 55(2), 228–230. https://doi.org/10.33348/kvt.144809
