Changes in teachers’ epistemic cognition about self–regulated learning as they engaged in a researcher-facilitated professional learning community
Author:
Affiliation:
1. College of Education, Psychology and Social Work, Flinders University, Adelaide, Australia
Funder
not receive any specific grant from funding agencies in the public
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/1359866X.2019.1599098
Reference56 articles.
1. Teacher knowledge: a complex tapestry
2. Scaffolding cognitive and metacognitive strategy instruction in regular class lessons
3. Content Knowledge for Teaching
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1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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