On the Relationship Between Pre-service Teachers’ Sense of Self-efficacy and Emotions in the Integration of Technology in Their Teacher Developmental Programs
Author:
Funder
Henan Provincial Department of Education
Henan University
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s40299-023-00758-6.pdf
Reference64 articles.
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2. Anderman, L., Andrzejewski, C. E., & Allen, J. (2011). How do teachers support students’ motivation and learning in their classrooms? Teachers College Record, 113(5), 969–1003. https://doi.org/10.1177/016146811111300502
3. Ansyari, M. F., Groot, W., & De Witte, K. (2022). Teachers’ preferences for online professional development: Evidence from a discrete choice experiment. Teaching and Teacher Education, 119, 103870. https://doi.org/10.1016/j.tate.2022.103870
4. Berg, D. A. G., Skaalvik, E. M., Asil, M., Hill, M. F., Uthus, M., Tangen, T. N., & Smith, J. K. (2023a). Teacher self-efficacy and reasons for choosing initial teacher education programmes in Norway and New Zealand. Teaching and Teacher Education, 125, 104041. https://doi.org/10.1016/j.tate.2023.104041
5. Cerit, Y. (2013). Relationship between teachers’ self-efficacy beliefs and their willingness to implement curriculum reform. International Journal of Educational Reform, 22(3), 252–270. https://doi.org/10.1177/105678791302200304
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