Self-regulated learning microanalysis as a tool to inform professional development delivery in real-time

Elementary teachers in the United States are tasked with teaching all core subject matter and have training that involves many topics, which may limit the depth of their subject matter knowledge. Since they have low content knowledge, they often feel less confident about teaching technical subject m...

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Veröffentlicht in:	Metacognition and learning 2017-04, Vol.12 (1), p.45-78
Hauptverfasser:	Peters-Burton, Erin E., Botov, Ivan S.
Format:	Artikel
Sprache:	eng
Schlagworte:	Active Learning Analysis Education Elementary School Science Elementary School Teachers Faculty Development Grade 4 Inquiry Learning Learning and Instruction Learning Processes Learning Theories Professional development Science education Science Instruction Science Teachers Teacher Improvement Teaching and Teacher Education Teaching Methods
Online-Zugang:	Volltext
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