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Pre-service Teachers’ Evidence-Informed Reasoning: Do Attitudes, Subjective Norms, and Self-Efficacy Facilitate the Use of Scientific Theories to Analyze Teaching Problems?
Psychology Learning & Teaching Pub Date : 2022-08-02 , DOI: 10.1177/14757257221113942 Martin Greisel 1 , Christina Wekerle 1 , Theresa Wilkes 2 , Robin Stark 2 , Ingo Kollar 1
Psychology Learning & Teaching Pub Date : 2022-08-02 , DOI: 10.1177/14757257221113942 Martin Greisel 1 , Christina Wekerle 1 , Theresa Wilkes 2 , Robin Stark 2 , Ingo Kollar 1
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Using the theory of planned behavior, we investigated whether attitudes, subjective norms, and self-efficacy facilitate pre-service teachers’ engagement in evidence-informed reasoning about classro...
中文翻译：
职前教师的循证推理：态度、主观规范和自我效能是否有利于运用科学理论分析教学问题？
使用计划行为理论，我们调查了态度、主观规范和自我效能感是否有助于职前教师参与有关课堂的循证推理……
更新日期：2022-08-02
中文翻译：
职前教师的循证推理：态度、主观规范和自我效能是否有利于运用科学理论分析教学问题？
使用计划行为理论，我们调查了态度、主观规范和自我效能感是否有助于职前教师参与有关课堂的循证推理……
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