Investigating U.S. and German pre-service teachers’ beliefs regarding digital technology-Reference-Cited by-同舟云学术

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Investigating U.S. and German pre-service teachers’ beliefs regarding digital technology

Published:2023-10-17 Issue: Volume: Page:1-19
ISSN:0305-7925
Container-title:Compare: A Journal of Comparative and International Education
language:en
Short-container-title:Compare: A Journal of Comparative and International Education

Author:

Küsel Julian¹^ORCID,Martin Florence²^ORCID,Markic Silvija³^ORCID,Byker Erik Jon⁴^ORCID,Polly Drew⁴^ORCID

Affiliation:

1. Institute for Chemistry, Physics, and Technology - Chemistry Education, Ludwigsburg University of Education, Ludwigsburg, Germany

2. College of Education, North Carolina State University, Raleigh, NC, USA

3. Departement Chemistry - Chemistry Education, Ludwig-Maximilians-University Munich, Munich, Germany

4. Cato College of Education, University of North Carolina Charlotte, Charlotte, NC, USA

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/03057925.2023.2268518

Reference66 articles.

1. Teachers in school-based technology innovations: A typology of their beliefs on teaching and technology

2. From Intentions to Actions: A Theory of Planned Behavior

3. Bandura, A. 1977. Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.

4. Bandura, A. 1986. Social Foundation of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.

5. Becker S. J. Meßinger-Koppelt and C. Thyssen. 2020. Digitale Basiskompetenzen – Orientierungshilfe und Praxisbeispiele für die universitäre Lehramtsausbildung in den Naturwissenschaften . Hamburg: Joachim Herz Stiftung.

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