Publication not explained
This publication has not yet been explained in plain language by the author(s). However, you can still read the publication.
If you are one of the authors, claim this publication so you can create a plain language summary to help more people find, understand and use it.
Featured Image
Read the Original
This page is a summary of: Bringing being into professional development: a qualitative investigation into teachers’ struggles moving beyond an epistemological framing of teaching and learning, Early Child Development and Care, June 2017, Taylor & Francis,
DOI: 10.1080/03004430.2017.1343312.
You can read the full text:
Contributors
The following have contributed to this page
