Do judgements about pre-service teachers’ self-efficacy covary with their capacity to design and deliver evidence-based practice?-Reference-Cited by-同舟云学术

Do judgements about pre-service teachers’ self-efficacy covary with their capacity to design and deliver evidence-based practice?

Published:2019-03-01 Issue:7 Volume:25 Page:827-842
ISSN:1360-3116
Container-title:International Journal of Inclusive Education
language:en
Short-container-title:International Journal of Inclusive Education

Author:

Lancaster Julie¹^ORCID,Bain Alan¹

Affiliation:

1. School of Teacher Education, Charles Sturt University, Bathurst, Australia

Publisher

Informa UK Limited

Subject

Arts and Humanities (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13603116.2019.1579873

Reference43 articles.

1. The effect of student teaching experience on preservice elementary teachers’ self-efficacy beliefs for technology integration in the UAE

2. Auhl, Greg. 2018 The development of pre-service teachers’ schema for teaching students with diverse learning needs. Unpublished doctoral dissertation, under examination. Charles Sturt University, Bathurst, Australia.

3. Teaching Science as Science Is Practiced: Opportunities and Limits for Enhancing Preservice Elementary Teachers' Self-Efficacy for Science and Science Teaching

4. Transforming the Measurement of Learning and Teaching in Higher Education

5. Embedding Evidence-Based Practice in Pre-Service Teacher Preparation

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