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Material Type: Artigo
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Increasing Teachers' Confidence and Pedagogical Content Knowledge Through a Workshop and Follow-Up Program on Climate ChangeTeed, Rebecca ; Franco, SuzanneJournal of geoscience education, 2014-11, Vol.62 (4), p.587-597 [Periódico revisado por pares]Bellingham: National Association of Geoscience TeachersTexto completo disponível |
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Material Type: Artigo
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Effectiveness of a curricular and professional development intervention at improving elementary teachers' science content knowledge and student achievement outcomes: Year 1 resultsDiamond, Brandon S. ; Maerten-Rivera, Jaime ; Rohrer, Rose Elizabeth ; Lee, OkheeJournal of research in science teaching, 2014-05, Vol.51 (5), p.635-658 [Periódico revisado por pares]Blackwell Publishing LtdTexto completo disponível |
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3 |
Material Type: Artigo
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Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child OutcomesYoshikawa, Hirokazu ; Leyva, Diana ; Snow, Catherine E. ; Treviño, Ernesto ; Barata, M. Clara ; Weiland, Christina ; Gomez, Celia J. ; Moreno, Lorenzo ; Rolla, Andrea ; D'Sa, Nikhit ; Arbour, Mary Catherine Eccles, Jacquelynne SDevelopmental psychology, 2015-03, Vol.51 (3), p.309-322 [Periódico revisado por pares]United States: American Psychological AssociationTexto completo disponível |
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Material Type: Artigo
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Examining Grow Your Own Programs Across the Teacher Development Continuum: Mining Research on Teachers of Color and Nontraditional Educator PipelinesGist, Conra D. ; Bianco, Margarita ; Lynn, MarvinJournal of teacher education, 2019-01, Vol.70 (1), p.13-25 [Periódico revisado por pares]Los Angeles, CA: SAGE PublicationsTexto completo disponível |
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Material Type: Artigo
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Effects of Online Content‐Focused Coaching on Discussion Quality and Reading Achievement: Building Theory for How Coaching Develops Teachers’ Adaptive ExpertiseCorrenti, Richard ; Matsumura, Lindsay Clare ; Walsh, Marguerite ; Zook-Howell, Dena ; Bickel, Donna DiPrima ; Yu, BaeksanReading research quarterly, 2021-07, Vol.56 (3), p.519-558 [Periódico revisado por pares]Newark: WileyTexto completo disponível |
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Material Type: Artigo
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Teacher Professional Development on Self-Determination Theory-Based Design Thinking in STEM EducationChiu, Thomas K. F. ; Chai, Ching Sing ; Williams, P. John ; Lin, Tzung-JinEducational Technology & Society, 2021-10, Vol.24 (4), p.153-165 [Periódico revisado por pares]Palmerston North: International Forum of Educational Technology & SocietyTexto completo disponível |
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Material Type: Artigo
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How a professional development programme for university teachers impacts their teaching-related self-efficacy, self-concept, and subjective knowledgeFabriz, Sabine ; Hansen, Miriam ; Heckmann, Carmen ; Mordel, Julia ; Mendzheritskaya, Julia ; Stehle, Sebastian ; Schulze-Vorberg, Lukas ; Ulrich, Immanuel ; Horz, HolgerHigher education research and development, 2021-06, Vol.40 (4), p.738-752 [Periódico revisado por pares]RoutledgeTexto completo disponível |
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Material Type: Artigo
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A case study exploring primary teachers' experiences of a STEM education school-university partnershipHamilton, Miriam ; O' Dwyer, Anne ; Leavy, Aisling ; Hourigan, Mairéad ; Carroll, Claire ; Corry, EdwardTeachers and teaching, theory and practice, 2021-05, Vol.27 (1-4), p.17-31 [Periódico revisado por pares]Abingdon: RoutledgeTexto completo disponível |
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Material Type: Artigo
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Effectiveness of the active learning in organic chemistry faculty development workshopsHouseknecht, Justin B ; Bachinski, Garrin J ; Miller, Madelyn H ; White, Sarah A ; Andrews, Douglas MChemistry Education Research and Practice, 2020-01, Vol.21 (1), p.387-398 [Periódico revisado por pares]Ioannina: Royal Society of ChemistryTexto completo disponível |
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Material Type: Artigo
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Integration of engineering into K-12 education: a systematic review of teacher professional development programsMesutoglu, Canan ; Baran, EvrimResearch in science & technological education, 2021-07, Vol.39 (3), p.328-346 [Periódico revisado por pares]Abingdon: RoutledgeTexto completo disponível |