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Frontiers in Psychology | www.frontiersin.org Throughout the past two decades, there has been a growing body of literature that recognizes the importance of teachers` interactions for their professional development (Moolenaar, 2012; Kyndt et_al, 2016; Baker-Doyle and Yoon, 2020). A multitude of studies have highlighted social capital as a resource for teachers` learning (Daly et_al, 2020), wellbeing and job satisfaction (Edinger and Edinger, 2018), support (Bristol and Shirrell, 2019), induction (Thomas et_al, 2019; März and Kelchtermans, 2020), and turnover (Hopkins et_al, 2019). In the teacher research domain, many papers build on a . . .
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