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Collaborative identity development during a global pandemic: exploring teacher identity through the experiences of pre-service high school teachers in England (2023)

First Author: Rushton E

Attributed to: Mitigating the impact of COVID-19 disruption on the quality and retention of trainee and newly qualified secondary school teachers funded by COVID

Abstract

No abstract provided

Bibliographic Information

Digital Object Identifier: http://dx.doi.org/10.1080/02619768.2023.2175663

Publication URI: http://dx.doi.org/10.1080/02619768.2023.2175663

Type: Journal Article/Review

Parent Publication: European Journal of Teacher Education