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Tonje Tomine Seland Strat, Ellen Karoline Henriksen & Kirsti Marie Jegstad. (2023) Inquiry-based science education in science teacher education: a systematic review. Studies in Science Education 0:0, pages 1-59.
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Dekant Kıran. (2022) Examining the efficacy change of preservice science teachers: does an inquiry-based laboratory instruction make a difference? A mixed method study. International Journal of Science Education 44:9, pages 1527-1548.
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Jerrid Kruse, Joleen Henning, Jesse Wilcox, Katherine Carmen, Neal Patel & Colin Seebach. (2021) Investigating the Correlation Between Preservice Elementary Teachers’ Self-Efficacy and Science Teaching Practices. Journal of Science Teacher Education 32:4, pages 469-479.
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Dina Tsybulsky, Michal Gatenio-Kalush, Musa Abu Ganem & Etty Grobgeld. (2020) Experiences of preservice teachers exposed to project-based learning. European Journal of Teacher Education 43:3, pages 368-383.
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James Deehan, David H. McKinnon & Lena Danaia. (2019) A Long-Term Investigation of the Science Teaching Efficacy Beliefs of Multiple Cohorts of Preservice Elementary Teachers. Journal of Science Teacher Education 30:8, pages 923-945.
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Mandy Biggers, Alison Riley Miller, Laura Zangori & Brooke A. Whitworth. (2019) (Mis)Alignments in Mentorship: Exploring Challenges to Preservice Science Teacher Preparation. Journal of Science Teacher Education 30:4, pages 344-356.
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Noortje Janssen, Miriam Knoef & Ard W. Lazonder. (2019) Technological and pedagogical support for pre-service teachers’ lesson planning. Technology, Pedagogy and Education 28:1, pages 115-128.
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Suzanne M. Nesmith, Christopher J. Wynveen, Erin M. Dixon, Bryan W. Brooks, Cole W. Matson, William C. Hockaday, Megan A. Schaum & John E. DeFillipo. (2016) Exploring Educators’ Environmental Education Attitudes and Efficacy: Insights Gleaned from a Texas Wetland Academy. International Journal of Science Education, Part B 6:3, pages 303-324.
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Amy Trauth-Nare. (2015) Influence of an Intensive, Field-Based Life Science Course on Preservice Teachers’ Self-Efficacy for Environmental Science Teaching. Journal of Science Teacher Education 26:5, pages 497-519.
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Maria Lucero, Martin Valcke & Tammy Schellens. (2013) Teachers' Beliefs and Self-Reported Use of Inquiry in Science Education in Public Primary Schools. International Journal of Science Education 35:8, pages 1407-1423.
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Kevin O. Mason & Sheri R. Klein. (2013) Land, sea and sky: mapmaking as reflection in pre-service teacher education. Reflective Practice 14:2, pages 209-225.
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Ester Alake-Tuenter, Harm
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E.J. Wals, Ida Oosterheert & Martin Mulder. (2012) Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards. International Journal of Science Education 34:17, pages 2609-2640.
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Mindy Kalchman. (2010) Do as I Say and as I've Done: Assignment Accountability for College Educators. College Teaching 59:1, pages 40-44.
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Articles from other publishers (19)
Funda Hatipoğlu & Haluk Özmen. (2024) Kişilik Özellikleri Bağlamında Fen Bilgisi Öğretmen Adaylarının Eko-Bilimsel Düşünme Alışkanlıklarının İncelenmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi:59, pages 435-459.
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Cemil Gökhan Karacan & Aynur Kesen Mutlu. (2023) Exploring the role of an IBT-based Informal teaching practice at an edutainment centre on pre-service English language teachers. Asian-Pacific Journal of Second and Foreign Language Education 8:1.
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Elif YALVAÇ ERTUĞRUL & Salih ATEŞ. (2022) Öğretmen Adaylarının Araştırma Sorgulama Anlayışları ve Araştırma Sorgulamayı Kullanabilmeye Yönelik Bilgileri Arasındaki İlişkiThe Relationship Between Preservice Teachers' Knowledge of Implementing and Understanding of Scientific Inquiry. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42:3, pages 1959-1998.
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Yunus Emre BAYSAL & Fatma MUTLU. (2022) The Effect of Professional Development Programs on Teachers' Self-Efficacy Beliefs in Science Teaching: A Meta-Analysis Study. International Journal of Contemporary Educational Research 8:4, pages 1-15.
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Dale L. Taylor & Anthony D. Lelliott. (2021) Teacher Agency in Social-Justice Aspirations and Inquiry-Based Science Instruction. Research in Science Education 52:4, pages 1375-1386.
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Guadalupe Martínez-Borreguero, Francisco Luis Naranjo-Correa & Milagros Mateos-Núñez. (2022) Development of STEM Instructional Resources for Teaching Optics to Teachers-in-Training: Influence on Learning and Teacher Self-Efficacy. Education Sciences 12:3, pages 186.
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Mei Liu, Rosanne Zwart, Larike Bronkhorst & Theo Wubbels. (2022) Chinese student teachers’ beliefs and the role of teaching experiences in the development of their beliefs. Teaching and Teacher Education 109, pages 103525.
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Dina Tsybulsky & Yulia Muchnik-Rozanov. (2021) Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies. Disciplinary and Interdisciplinary Science Education Research 3:1.
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Cristina Valls-Bautista, Anna Solé-LLussà & Marina Casanoves. (2021) Pre-service teachers' acquisition of scientific knowledge and scientific skills through inquiry-based laboratory activity. Higher Education, Skills and Work-Based Learning 11:5, pages 1160-1179.
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Beli Riyadi, Chandra Ertikanto & Agus Suyatna. (2018) THE ANALYSIS AND DESIGN OF GUIDED INQUIRY E-WORKSHEET BASED TO DEVELOP HIGH ORDER THINKING SKILLS. International Journal of Research -GRANTHAALAYAH 6:7, pages 223-233.
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Chatree Faikhamta & Anthony Clarke. (2012) A Self-Study of a Thai Teacher Educator Developing a Better Understanding of PCK for Teaching about Teaching Science. Research in Science Education 43:3, pages 955-979.
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Sumita Bhattacharyya. (2013) Banter: An Alternative Strategy in Creating a Learning Community. Creative Education 04:03, pages 196-204.
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Sedat Ucar. (2011) How Do Pre-Service Science Teachers’ Views on Science, Scientists, and Science Teaching Change Over Time in a Science Teacher Training Program?. Journal of Science Education and Technology 21:2, pages 255-266.
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Gayle A. Buck, Amy Trauth‐Nare & Juliann Kaftan. (2009) Making formative assessment discernable to pre‐service teachers of science. Journal of Research in Science Teaching 47:4, pages 402-421.
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