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Longitudinal effects of a scenario-based learning intervention on preservice teacher self-efficacy? (2025)

First Author: Rushby

Attributed to: Rethinking teacher recruitment: New approaches to attracting prospective STEM teachers funded by ESRC

Abstract

No abstract provided

Bibliographic Information

Digital Object Identifier: http://dx.doi.org/10.1016/j.tate.2024.104859

Publication URI: http://dx.doi.org/10.1016/j.tate.2024.104859

Type: Journal Article/Review

Volume: 154

Parent Publication: TEACHING AND TEACHER EDUCATION

ISSN: 0742-051X