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Yezdan Boz & Ayla Cetin-Dindar. (2023) Teaching concerns, self-efficacy beliefs and constructivist learning environment of pre-service science teachers: a modelling study. European Journal of Teacher Education 46:2, pages 274-292.
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Christa Haverly & Elizabeth A. Davis. (2023) Unpacking readiness for elementary science teaching: what preservice teachers bring and how that can be shaped through teacher education. Studies in Science Education 0:0, pages 1-45.
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Ayse Yalcin-Celik, Hakki Kadayifci, Sinem Uner & Nurcan Turan-Oluk. (2017) Challenges faced by pre-service chemistry teachers teaching in a laboratory and their solution proposals. European Journal of Teacher Education 40:2, pages 210-230.
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Ricardo Trumper & Osnat Eldar. (2015) The effect of an MEd program in science education on teachers’ professional development: an Israeli case study. Professional Development in Education 41:5, pages 826-848.
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Ayla Çetin-Dindar, Zübeyde Demet Kırbulut & Yezdan Boz. (2014) Modelling between epistemological beliefs and constructivist learning environment. European Journal of Teacher Education 37:4, pages 479-496.
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Siham Al-Amoush, Muhammet Usak, Mehmet Erdogan, Silvija Markic & Ingo Eilks. (2013) Pre-service and in-service teachers’ beliefs about teaching and learning chemistry in Turkey. European Journal of Teacher Education 36:4, pages 464-479.
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Articles from other publishers (9)
Sibel Erduran & Liam Guilfoyle. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Jean Bosco Bugingo, Lakhan Lal Yadav, Innocent Sebasaza Mugisha & K. K. Mashood. (2022) Improving Teachers’ and Students’ Views on Nature of Science Through Active Instructional Approaches: a Review of the Literature. Science & Education.
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Raphaël Lami, Sylvie Gastineau, Haley Flom & Yves Desdevises. (2021) Big Steps, Little Change: A Case Study in French University Teachers’ Cognitions in the Context of Pedagogical Innovation. Frontiers in Education 6.
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Julian Küsel, Florence Martin & Silvija Markic. (2020) University Students’ Readiness for Using Digital Media and Online Learning—Comparison between Germany and the USA. Education Sciences 10:11, pages 313.
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Silvija Markic & Ingo Eilks. 2015. Affective Dimensions in Chemistry Education. Affective Dimensions in Chemistry Education
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Siham Al-Amoush, Silvija Markic, Muhammet Usak, Mehmet Erdogan & Ingo Eilks. (2013) BELIEFS ABOUT CHEMISTRY TEACHING AND LEARNING—A COMPARISON OF TEACHERS’ AND STUDENT TEACHERS’ BELIEFS FROM JORDAN, TURKEY AND GERMANY. International Journal of Science and Mathematics Education 12:4, pages 767-792.
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Nelleke A.H. Belo, Jan H. van Driel, Klaas van Veen & Nico Verloop. (2014) Beyond the dichotomy of teacher- versus student-focused education: A survey study on physics teachers' beliefs about the goals and pedagogy of physics education. Teaching and Teacher Education 39, pages 89-101.
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Youngmi GoI. (2013) Pre-service early childhood teachers’ images of science teaching and the factors influencing changes in those images during a course on early childhood science education. Korean Journal of Early Childhood Education 33:4, pages 337-361.
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Huseyin Akkus. (2013) PRE-SERVICE SECONDARY SCIENCE TEACHERS’ IMAGES ABOUT THEMSELVES AS SCIENCE TEACHERS. Journal of Baltic Science Education 12:2, pages 249-260.
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