Teacher’s Boundary Crossing for Continuing Professional Development During the Covid-19 Through the Lens of Cultural-Historical Activity Theory: A Case Study of a Novice Chinese Language Teacher in a UK School-Reference-Cited by-同舟云学术

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Teacher’s Boundary Crossing for Continuing Professional Development During the Covid-19 Through the Lens of Cultural-Historical Activity Theory: A Case Study of a Novice Chinese Language Teacher in a UK School

Published:2024-01-02 Issue:1 Volume:56 Page:92-111
ISSN:1056-4934
Container-title:European Education
language:en
Short-container-title:European Education

Author:

Zhang Frances Yiying¹^ORCID

Affiliation:

1. University of Exeter

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/10564934.2024.2327848

Reference82 articles.

1. Boundary Crossing and Boundary Objects

2. The complexity of educational design research

3. Conditions for Boundary Crossing: Social Practices of Newly Qualified Swedish Teachers

4. Inequalities in Children's Experiences of Home Learning during the COVID‐19 Lockdown in England*

5. Reflective journals as a research tool: The case of student teachers’ development of teamwork

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