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ISSN:
2377-2891(Print); 2377-2905(Online)
Frequency:
Bimonthly
Editor-in-Chief:
Prof. Eric C. K. Cheng
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
Abstracting/Indexing:
Google Scholar; Crossref, CNKI,
etc.
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IJLT Editorial Office
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Editor-in-Chief
Prof. Eric C. K. Cheng
Professor & Vice President (Academic)
Yew Chung College of Early Childhood Education, Hong Kong, China
As the Editor-in-Chief of IJLT, I invite you to contribute your scholarly work to our esteemed publication. IJLT serves as a beacon for original and impactful academic contributions in the realm of education, fostering multidisciplinary research and development to enhance teaching-learning processes globally. We welcome submissions spanning a wide spectrum of topics, from innovative program development to the integration of digital tools in education. Our scope encompasses areas such as student leadership, diversity in education, and collaborative initiatives, reflecting our commitment to a sustainable and inclusive society. [
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What's New
2024-02-29
Vol. 10, No. 1, 2024 has been published!
2024-02-07
Welcome Prof. Eric C. K. Cheng from Yew Chung College of Early Childhood Education, Hong Kong, China to join IJLT Editorial Board as Editor-in-Chief!
2023-12-13
IJLT will adopt Article-by-Article Work Flow from 2024. For the Bimonthly journal, each issue will be released at the end of the issue month.
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Volume 3, No. 2, June 2017
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The Empirical Research of Middle School Biology Teachers' Professional Development: Is the Professional Planning Useful?—Take Guangxi as an Example
Yingzi He
1
, Jiaan Zhu
2
, and Sheng Miao
1
1. College of Environmental and Life Science, Guangxi Teachers Education University, Nanning, China
2. College of education science, Guangxi University of Education, Nanning, China
Abstract
—Based on the hypothesis that a teacher who has made professional planning usually develops better, through the questionnaire investigation and interview method, research on the current high school biology teachers' professional planning related problems, a survey of Guangxi Guilin, Liuzhou and Qinzhou district among 164 high school biology teachers and 15 top-tier high school biology teachers. To the results for the statistics and analysis of comprehensive science, we put forward the corresponding countermeasures and suggestions to the response problem from the survey.
Index Terms
—high school biology teachers, professional consciousness, professional planning, professional development
Cite: Yingzi He, Jiaan Zhu, and Sheng Miao, "The Empirical Research of Middle School Biology Teachers' Professional Development: Is the Professional Planning Useful?—Take Guangxi as an Example," International Journal of Learning and Teaching, Vol. 3, No. 2, pp. 130-135, June 2017. doi: 10.18178/ijlt.3.2.130-135
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