Teachers’ learning and knowledge
Motivation and self-efficacy
Dados Bibliográficos
| ID | 21494461 |
|---|---|
| Autores | Linda la Velle (0000-0003-3652-962X, Bath Spa University, autor correspondente) |
| Ano | 2021 |
| Volume | 47 |
| Fascículo | 4 |
| Páginas | 471-474 |
| Data de publicação | 2021-08-08 |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Identificadores do periódico | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2021.1965420 |
| OpenAlex | W3198841555 |
| Idioma | EN |
| Citações recebidas | 2 |
| Referências citadas | 11 |
Historically, the 1960s saw the emergence of bodies of research on the form and nature of teaching, with the gradual emergence of a link between teachers’ knowledge and practice and pupil achieveme
Mathematics education · Pedagogy · Self-efficacy · Collaborative Teaching and Inclusion · Psychology · Social Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation
| Citações por ano | 0,67 |
|---|---|
| Intervalo de citações | 2023 - 2026 (4) |
| Altamente citado | Não |