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

dc.creatorPalacios, Rosario
dc.creatorLarrazabal, Sofia
dc.creatorBerwart, Rocio
dc.date.accessioned2021-04-15T17:08:14Z
dc.date.available2021-04-15T17:08:14Z
dc.date.created2021-04-15T17:08:14Z
dc.date.issued2020
dc.identifier10.1080/17457823.2019.1700385
dc.identifier1745-7831
dc.identifier1745-7823
dc.identifierhttps://doi.org/10.1080/17457823.2019.1700385
dc.identifierhttps://repositorio.uc.cl/handle/11534/57847
dc.identifierWOS:000501969300001
dc.languageen
dc.rightsacceso restringido
dc.subjectProfessional identities
dc.subjectspecial educational needs teachers
dc.subjectinclusion
dc.subjectpublic policy
dc.subjectSantiago-Chile
dc.titleEducational policies and professional identities: the case of Chilean special educational needs (SEN) teachers under new regulations for SEN student inclusion in mainstream schools
dc.typeartículo


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