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Reflecting on the troubling relationship between teacher knowledge and instructional quality and making a case for using an animated teaching simulation to disentangle this relationship

Crossref DOI link: https://doi.org/10.1007/s11858-019-01089-x

Published Online: 2019-09-16

Published Print: 2020-05

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

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