- Standort
-
Deutsche Nationalbibliothek Frankfurt am Main
- Umfang
-
Online-Ressource
- Sprache
-
Englisch
- Erschienen in
-
In: Frontiers in Education, 8, S. 1188022-
- Klassifikation
-
Erziehung, Schul- und Bildungswesen
- Ereignis
-
Veröffentlichung
- (wo)
-
Augsburg
- (wer)
-
Universität Augsburg
- (wann)
-
2023
- Ereignis
-
Veröffentlichung
- (wo)
-
Lausanne
- (wer)
-
Frontiers Media SA
- (wann)
-
2023
- Urheber
- DOI
-
10.3389/feduc.2023.1188022
- URN
-
urn:nbn:de:bvb:384-opus4-1048045
- Rechteinformation
-
Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Letzte Aktualisierung
-
25.03.2025, 13:42 MEZ
Datenpartner
Dieses Objekt wird bereitgestellt von:
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Beteiligte
- Kollar, Ingo
- Greisel, Martin
- Krause-Wichmann, Theresa
- Stark, Robin
- Universität Augsburg
- Frontiers Media SA
Entstanden
- 2023
Ähnliche Objekte (12)
Solving professional problems together : the impact of collaboration on pre-service teachers’ scientific reasoning
Guiding pre-service teachers' visual attention through instructional settings: an eye-tracking study
Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
Relations between pre-service teacher gaze, teacher attitude, and student ethnicity
Evidence-based reasoning of pre-service teachers: a script perspective
Supporting pre-service teachers' evidence-informed reasoning through peer-feedback: effects of feedback provision and feedback integration scaffolds
Pre-service teachers' evidence-informed reasoning: do attitudes, subjective norms, and self-efficacy facilitate the use of scientific theories to analyze teaching problems?
Which motivational factors predict pre-service teachers' evidence-informed reasoning when being confronted with teaching problems?
How do different goals affect students' internal collaboration script configurations? Results of an epistemic network analysis study
Using technology to promote student learning? An analysis of pre- and in-service teachers' lesson plans
Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – does learning by mapping and learning from worked examples help?
Teacher expertise and professional vision: examining knowledge-based reasoning of pre-service teachers, in-service teachers, and school principals
Solving professional problems together : the impact of collaboration on pre-service teachers’ scientific reasoning
Guiding pre-service teachers' visual attention through instructional settings: an eye-tracking study
Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
Relations between pre-service teacher gaze, teacher attitude, and student ethnicity
Evidence-based reasoning of pre-service teachers: a script perspective
Supporting pre-service teachers' evidence-informed reasoning through peer-feedback: effects of feedback provision and feedback integration scaffolds
Pre-service teachers' evidence-informed reasoning: do attitudes, subjective norms, and self-efficacy facilitate the use of scientific theories to analyze teaching problems?
Which motivational factors predict pre-service teachers' evidence-informed reasoning when being confronted with teaching problems?
How do different goals affect students' internal collaboration script configurations? Results of an epistemic network analysis study
Using technology to promote student learning? An analysis of pre- and in-service teachers' lesson plans
Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – does learning by mapping and learning from worked examples help?
Teacher expertise and professional vision: examining knowledge-based reasoning of pre-service teachers, in-service teachers, and school principals
Solving professional problems together : the impact of collaboration on pre-service teachers’ scientific reasoning
Guiding pre-service teachers' visual attention through instructional settings: an eye-tracking study
Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
Relations between pre-service teacher gaze, teacher attitude, and student ethnicity
Evidence-based reasoning of pre-service teachers: a script perspective
Supporting pre-service teachers' evidence-informed reasoning through peer-feedback: effects of feedback provision and feedback integration scaffolds
Pre-service teachers' evidence-informed reasoning: do attitudes, subjective norms, and self-efficacy facilitate the use of scientific theories to analyze teaching problems?
Which motivational factors predict pre-service teachers' evidence-informed reasoning when being confronted with teaching problems?
How do different goals affect students' internal collaboration script configurations? Results of an epistemic network analysis study
Using technology to promote student learning? An analysis of pre- and in-service teachers' lesson plans
Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – does learning by mapping and learning from worked examples help?