Article ISI SCOPUS
CAMBRIDGE JOURNAL OF EDUCATION  (2017)

Teachers' professional development through university-school partnerships: theoretical standpoints and evidence from two pilot studies in Chile

Preiss, D.D.

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Título según WOS: Teachers' professional development through university-school partnerships: theoretical standpoints and evidence from two pilot studies in Chile
Título según SCOPUS: Teachers’ professional development through university–school partnerships: theoretical standpoints and evidence from two pilot studies in Chile
Título de la Revista: CAMBRIDGE JOURNAL OF EDUCATION
Volumen: 47
Número: 1
Editorial: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Fecha de publicación: 2017
Página de inicio: 19
Página final: 36
Idioma: English
DOI:

10.1080/0305764X.2015.1102867
Notas: ISI, SCOPUS