Teachers’ SSI Professional Development in a Reflection-Based In-service Program
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Publisher
Springer Nature Singapore
Link
https://link.springer.com/content/pdf/10.1007/978-981-19-1840-7_8
Reference42 articles.
1. Bayram-Jacobs, D., Henze, I., Evagorou, M., Shwartz, Y., Aschim, E. L., Alcaraz-Dominguez, S., Barajas, M., & Dagan, E. (2019). Science teachers’ pedagogical content knowledge development during enactment of socioscientific curriculum materials. Journal of Research in Science Teaching, 56(9), 1207–1233. https://doi.org/10.1002/tea.21550
2. Bressler, D. M., Bodzin, A. M., Eagan, B., & Tabatabai, S. (2019). Using epistemic network analysis to examine discourse and scientific practice during a collaborative game. Journal of Science Education and Technology, 28(5), 553–566. https://doi.org/10.1007/s10956-019-09786-8
3. Burhan-, E., & Ortaçtepe, D. (2016). Reflective practice-oriented online discussions: A study on EFL teachers’ reflection-on, in and for-action. Teaching and Teacher Education, 59, 372–382. https://doi.org/10.1016/j.tate.2016.07.002
4. Chen, L., & Xiao, S. (2021). Perceptions, challenges and coping strategies of science teachers in teaching socioscientific issues: A systematic review. Educational Research Review, 32, Article 100377. https://doi.org/10.1016/j.edurev.2020.100377
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