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Learning how to do up buttons: professionalism, teacher identity and bureaucratic subjectivities in early years settings
Názov Learning how to do up buttons: professionalism, teacher identity and bureaucratic subjectivities in early years settings Autor Pupala Branislav 1965 - SAVKVSBK - Ústav výskumu sociálnej komunikácie Spoluautori Kaščák Ondrej 1978 - SAVKVSBK - Ústav výskumu sociálnej komunikácie Tesar Marek Zdroj.dok. Policy Futures in Education. Vol. 14, no. 6 (2016), p. 655-665 Jazyk dok. eng - angličtina Krajina NZ - Nový Zéland Druh dok. rozpis článkov z periodík (rbx) Ohlasy BOARDMAN, Karen. The incongruities of 'teaching phonics' with two-year olds. In EDUCATION 3-13. ISSN 0300-4279, 2019, vol. 47, no. 7, pp. 842-853. LILLEJORD, Solvi - ELSTAD, Eyvind - KAVLI, Hakon. Teacher evaluation as a wicked policy problem. In ASSESSMENT IN EDUCATION-PRINCIPLES POLICY & PRACTICE. ISSN 0969-594X, 2018, vol. 25, no. 3, pp. 291-309. GAWLICZ, Katarzyna - STARNAWSKI, Marcin. Educational policies in Central and Eastern Europe: legacies of state socialism, modernization aspirations and challenges of semi-peripheral contexts. In POLICY FUTURES IN EDUCATION. ISSN 1478-2103, 2018, vol. 16, no. 4, pp. 385-397. DUARTE, Bryan J. The subjectivity of false hope and the possibility for critical hope among novice teachers. In Policy Futures in Education, 2018-01-01, pp. BOARDMAN, Karen. ‘Too young to read’: early years practitioners’ perceptions of early reading with under-threes. In International Journal of Early Years Education. ISSN 09669760, 2019-01-01, pp. MEIHAMI, Hussein. Identity-oriented english language teachers’ education programs as the arena of becoming a glocal english language teacher. In Pedagogika. ISSN 13920340, 2019-01-01, 135, 3, pp. 71-84. Dostupné na: https://doi.org/10.15823/p.2019.135.4. AABRO, Christian. Juggling, ‘reading’ and everyday magic: ECEC professionalism as acts of balancing unintended consequences. In Policy Futures in Education, 2020-09-01, 18, 6, pp. 757-771. Dostupné na: https://doi.org/10.1177/1478210320922081. KAMENARAC, Olivera. Problematising constructions of ‘expert teachers’ and ‘vulnerable children’ in New Zealand Early Childhood. In International Journal of Early Years Education. ISSN 09669760, 2021-01-01, pp. Dostupné na: https://doi.org/10.1080/09669760.2021.1892602. Kategória ADMB - Vedecké práce v zahraničných neimpaktovaných časopisoch registrovaných vo WOS Core Collection alebo SCOPUS Kategória (od 2022) V3 - Vedecký výstup publikačnej činnosti z časopisu Typ výstupu článok Rok vykazovania 2016 Registrované v WOS Registrované v SCOPUS DOI 10.1177/1478210316642675 
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Názov súboru Prístup Veľkosť Stiahnuté Typ Licence Learning how to do up buttons.pdf Neprístupný/archív 144 KB 1 Postprint rok CC IF IF Q (best) JCR Av Jour IF Perc SJR SJR Q (best) CiteScore N rok vydania rok metriky IF IF Q (best) SJR SJR Q (best) 2016 2015 0.226 Q3
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