General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education
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DOI: 10.1016/j.tate.2017.10.003
Abstract: Abstract Teachers’ professional competence is composed of cognitive (professional knowledge) and affective (professional beliefs) components. These components are generally assumed to be related and to impact instructional practice. However, studies simultaneously relating cognitive and affective… read more here.
Keywords: instructional practice; general pedagogical; pedagogical knowledge; self efficacy ... See more keywords