作者:张田凯
院校:西南民族大学(四川 成都 610041)
幼儿教师;专业素养;学习与反思;研究与实践;教育技术;同行交流合作
参考文献
[1] Wang, L., & Li, X. (2019). 幼 儿 教 师 专 业 素 养 的 内 涵 研 究 [Research on the Connotation of Professional Literacy of Early Childhood Teachers]. 教育发展研究 [Research in Educational Development], 1, 55-58.
[2] Liu, Y., & Chen, J. (2020). 幼儿教师专业化发展中的素养提升研究 [Research on the Enhancement of Literacy in the Professional Development of Early Childhood Teachers]. 幼教研究 [Research in Preschool Education], 5, 61-64.
[3] Zhu, L., & Li, G. (2018). 幼儿教师素养研究述评 [Review on the Research of Literacy for Early Childhood Teachers]. 教育导刊 [Educational Journal], 1, 36-39.
[4] Zhou, H., & Wang, Y. (2017). 幼 儿 教 师 素 养 的 内 涵 与 培 养 策 略 研 究 [Research on the Connotation and Cultivation Strategies of Literacy for Early Childhood Teachers]. 幼 儿 音 乐 教 育 研 究 [Research in Early Childhood Music Education], 3, 42-44.
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[6] Wong, K., & Edwards, P. (2015). Inclusive Education in the Early Years: Right from the Start. Oxford University Press.
[7] Rafferty, Y. (2015). Family Engagement in the Digital Age: Early Childhood Educators as Media Mentors. Routledge.
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[9] Florian, L., & Black-Hawkins, K. (2012). Exploring inclusive educational practices through professional inquiry. Routledge.
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