Exploring Chinese in-service primary teachers’ Technological Pedagogical Content Knowledge (TPACK) for the use of thinking tools-Reference-Cited by-同舟云学术

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Exploring Chinese in-service primary teachers’ Technological Pedagogical Content Knowledge (TPACK) for the use of thinking tools

Published:2020-09-03 Issue: Volume: Page:1-21
ISSN:0218-8791
Container-title:Asia Pacific Journal of Education
language:en
Short-container-title:Asia Pacific Journal of Education

Author:

Long Taotao¹^ORCID,Zhao Guoqing²^ORCID,Li Xinyuan²^ORCID,Zhao Rongchi²^ORCID,Xie Kui³^ORCID,Duan Yanyan²^ORCID

Affiliation:

1. School of Educational Information Technology, Central China Normal University, Wuhan, China

2. School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing, China

3. Department of Educational Studies, The Ohio State University, Columbus, OH, USA

Funder

National Natural Science Foundation of China

International Joint Research Project of Faculty of Education, Beijing Normal University

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/02188791.2020.1812514

Reference80 articles.

1. What Teacher Knowledge Matters in Effectively Developing Critical Thinkers in the 21 st Century Curriculum?

2. Effects of a cognitive acceleration programme on Year I pupils

3. Defining Twenty-First Century Skills

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2. The impact of pedagogical and ICT training in teachers’ approaches to online teaching and use of digital tools;Frontiers in Education;2023-09-08

3. Conocimiento técnico pedagógico del contenido (TPACK) en Iberoamérica: Una revisión bibliográfica;Revista Andina de Educación;2023-07-01

4. Validación psicométrica de la escala Conocimiento Tecnológico Pedagógico del Contenido TPACK-ES y evaluación de la autoeficacia percibida por el futuro profesorado;Educación XX1;2023-06-13

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