Effects of a teacher development program on teachers' knowledge and collaborative engagement, and students' achievement in computational thinking concepts
Author:
Affiliation:
1. Department of Mathematics and Information Technology The Education University of Hong Kong Hong Kong Hong Kong SAR
2. Centre of Learning, Teaching and Technology The Education University of Hong Kong Hong Kong Hong Kong SAR
Publisher
Wiley
Subject
Education
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13256
Reference68 articles.
1. Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects?
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