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The role of student engagement in promoting teachers’ continuous learning of TPACK: based on a stimulus-organism-response framework and an integrative model of behavior prediction

Crossref DOI link: https://doi.org/10.1007/s10639-022-11237-8

Published Online: 2022-08-15

Published Print: 2023-02

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Zhou, Chi

Wu, Di

Li, Yating

Yang, Harrison Hao

Man, Shuo

Chen, Min https://orcid.org/0000-0002-2971-3616
Funding

Funding for this research was provided by:

National Natural Science Foundation of China (62177026, 61907018)

Central China Normal University National Teacher Development Collaborative Innovation Experimental Base Construction Research Project (CCNUTEIII 2021-01)
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Text and Data Mining valid from 2022-08-15

Version of Record valid from 2022-08-15
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Article History

Received: 27 April 2022

Accepted: 12 July 2022

First Online: 15 August 2022

Declarations

:

: The authors declare that they have no conflict of interest.

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