Effects of an Interdisciplinary Course on Pre-Service Primary Teachers’ Content Knowledge and Academic Self-Concepts in Science and Technology–A Quantitative Longitudinal Study

Effects of an Interdisciplinary Course on Pre-Service Primary Teachers’ Content Knowledge and Academic Self-Concepts in Science and Technology–A Quantitative Longitudinal Study

Primary school teachers need adequate professional knowledge and motivational orientations to qualify scientifically and technologically literate students. Previous studies have focused on the impact of coursework on (pre-service) primary teachers’ content knowledge, rather than on the development o...

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Autores principales: Melanie Marita Beudels, Karsten Damerau, Angelika Preisfeld
Formato: article
Lenguaje:EN
Publicado: MDPI AG 2021
Materias:
teacher education
pre-service primary school teachers
content knowledge
academic self-concept
interdisciplinarity
intervention
Education
L
Acceso en línea:https://doaj.org/article/1a9fdc8f9c0d4b2d9d67a913d291075f
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