Educational policies and professional identities: the case of Chilean special educational needs (SEN) teachers under new regulations for SEN student inclusion in mainstream schools

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dc.contributor.authorPalacios, Rosario
dc.contributor.authorLarrazabal, Sofia
dc.contributor.authorBerwart, Rocio
dc.date.accessioned2021-04-15T17:08:14Z
dc.date.available2021-04-15T17:08:14Z
dc.date.issued2020
dc.fuente.origenBibliotecas UC
dc.identifier.doi10.1080/17457823.2019.1700385
dc.identifier.eissn1745-7831
dc.identifier.issn1745-7823
dc.identifier.urihttps://doi.org/10.1080/17457823.2019.1700385
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/57847
dc.identifier.wosidWOS:000501969300001
dc.issue.numeroNo. 4
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final492
dc.pagina.inicio479
dc.revistaETHNOGR EDUCes_ES
dc.rightsacceso restringido
dc.subjectProfessional identitieses_ES
dc.subjectspecial educational needs teacherses_ES
dc.subjectinclusiones_ES
dc.subjectpublic policyes_ES
dc.subjectSantiago-Chilees_ES
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleEducational policies and professional identities: the case of Chilean special educational needs (SEN) teachers under new regulations for SEN student inclusion in mainstream schoolses_ES
dc.typeartículo
dc.volumenVol. 15
sipa.codpersvinculados91225
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