Prompting teachers’ reflection of their professional knowledge. A proof-of-concept study of the Graphic Assessment of TPACK Instrument (English)
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- New search for: Krauskopf, Karsten
- New search for: Foulger, Teresa S.
- New search for: Williams, Mia Kim
- New search for: Krauskopf, Karsten
- New search for: Foulger, Teresa S.
- New search for: Williams, Mia Kim
In:
Teacher Development
;
22
, 2
;
153-174
;
2018
- Article (Journal) / Electronic Resource
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Title:Prompting teachers’ reflection of their professional knowledge. A proof-of-concept study of the Graphic Assessment of TPACK Instrument
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Contributors:
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Published in:Teacher Development ; 22, 2 ; 153-174
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Publisher:
- New search for: Routledge
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Publication date:2018-03-15
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Size:22 pages
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ISSN:
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DOI:
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Type of media:Article (Journal)
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Type of material:Electronic Resource
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Language:English
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Keywords:
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Source:
Table of contents – Volume 22, Issue 2
The tables of contents are generated automatically and are based on the data records of the individual contributions available in the index of the TIB portal. The display of the Tables of Contents may therefore be incomplete.
- 153
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Prompting teachers’ reflection of their professional knowledge. A proof-of-concept study of the Graphic Assessment of TPACK InstrumentKrauskopf, Karsten / Foulger, Teresa S. / Williams, Mia Kim et al. | 2018
- 175
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Ethical dilemmas on social media: Swedish secondary teachers’ boundary management on FacebookThunman, Elin / Persson, Marcus et al. | 2018
- 191
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Teacher researchers creating communities of research practice by the use of a professional development approachHolmqvist, Mona / Bergentoft, Heléne / Selin, Per et al. | 2018
- 210
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Novice mathematics teachers create themselvesSchatz Oppenheimer, Orna / Dvir, Nurit et al. | 2018
- 229
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Teacher, team, and school change through reciprocal learningCherkowski, Sabre / Schnellert, Leyton et al. | 2018
- 249
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The construction of early career teachers’ identities: coping or managing?Hong, Ji / Day, Christopher / Greene, Barbara et al. | 2018
- 267
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Bridging professional teacher knowledge for science and literary integration via design-based researchFazio, Xavier / Gallagher, Tiffany L. et al. | 2018
- 281
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Interrupting situated practices: critical incidents in international partnershipsFlint, Amy Seely / Albers, Peggy / Matthews, Mona et al. | 2018