Teacher Professional Development and Practice of Project-Based Learning in Taiwan: The Moderating Effect of Self-Efficacy-Reference-Cited by-同舟云学术

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Teacher Professional Development and Practice of Project-Based Learning in Taiwan: The Moderating Effect of Self-Efficacy

Published:2022-08-24 Issue: Volume: Page:1-16
ISSN:0218-8791
Container-title:Asia Pacific Journal of Education
language:en
Short-container-title:Asia Pacific Journal of Education

Author:

Pan Hui-Ling Wendy¹^ORCID,Chen Chien-Han²,Wiens Peter D.³^ORCID

Affiliation:

1. Department of Education and Futures Design, Tamkang University, New Taipei, Taiwan

2. Office of Teacher Education and Career Services, National Taipei University of Education, Taipei, Taiwan

3. Department of Teaching and Learning, University of Nevada, Las Vegas, NV, USA

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/02188791.2022.2114423

Reference72 articles.

1. The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations.

2. On the Functional Properties of Perceived Self-Efficacy Revisited

3. Project-Based Learning for the 21st Century: Skills for the Future

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1. A review of teaching and learning approach in implementing Project-Based Learning (PBL) with Computational Thinking (CT);Interactive Learning Environments;2024-03-16

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