The Effect of Cognitive Apprenticeship-Based Professional Development on Teacher Self-Efficacy of Science Teaching, Motivation, Knowledge Calibration, and Perceptions of Inquiry-Based Teaching
Crossref DOI link: https://doi.org/10.1007/s10972-015-9436-1
Published Online: 2017-02-21
Published Print: 2015-10-20
Update policy: https://doi.org/10.1080/tandf_crossmark_01
Peters-Burton, Erin E.
Merz, Sydney A.
Ramirez, Erin M.
Saroughi, Maryam
Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.
Aim & Scope: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=uste20