Integrating technology pedagogy and content knowledge in Qatar’s preparatory and secondary schools: The perceptions and practices of STEM teachers

This paper is part of a project on enhancing STEM teaching through teachers’ professional development (TPD). The aim is to explore K-12 science and mathematics teachers’ views and practices about implementing STEM through technological pedagogical content knowledge (TPACK) model in Qatar and identif...

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Veröffentlicht in:	Eurasia Journal of Mathematics, Science and Technology Education Science and Technology Education, 2023-06, Vol.19 (6), p.em2271
Hauptverfasser:	Said, Ziad, Mansour, Nasser, Abu-Tineh, Abdullah
Format:	Artikel
Sprache:	eng
Schlagworte:	Females Learning Mathematics teachers Pedagogy Secondary school teachers Secondary schools Teaching
Online-Zugang:	Volltext
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