Titlebook: Geography Teacher Education and Professionalization; Eyüp Artvinli,Inga Gryl,Jerry T. Mitchell Book 2022 The Editor(s) (if applicable) and

氣泡

書目名稱Geography Teacher Education and Professionalization影響因子(影響力)




書目名稱Geography Teacher Education and Professionalization影響因子(影響力)學科排名




書目名稱Geography Teacher Education and Professionalization網(wǎng)絡(luò)公開度




書目名稱Geography Teacher Education and Professionalization網(wǎng)絡(luò)公開度學科排名




書目名稱Geography Teacher Education and Professionalization被引頻次




書目名稱Geography Teacher Education and Professionalization被引頻次學科排名




書目名稱Geography Teacher Education and Professionalization年度引用




書目名稱Geography Teacher Education and Professionalization年度引用學科排名




書目名稱Geography Teacher Education and Professionalization讀者反饋




書目名稱Geography Teacher Education and Professionalization讀者反饋學科排名

Strength

Intervention Studies to Improve Initial Teacher Education in Geography: A Scoping Review the interventions most often supported content knowledge of PSTs. It is promising to see that most of the interventions showed effective results. Existing studies should be replicated in further research and those interventions that proved effective should be considered for use in initial teacher e

Allure

Misconceptions and Conceptual Change in Geography Teacher Educationaps. It reports on an example of how to identify misconceptions (using empirical data as evidence) and encourage conceptual change. This approach was developed by and is used in the geography teacher training program at the Faculty of Science, Charles University, Prague. It is demonstrated in the ca

ERUPT

commonsense

Chinese Secondary School Geography Teachers’ Perceptions of Professionalization

違反

The Atlas and the Purple Crayon: “Purple Mapping” and Place-Based Education in Geography Teacher-Tra

違反

Geography Teacher Education and Professionalization

奇思怪想

International Perspectives on Geographical Education383247.jpg

GULLY

https://doi.org/10.1007/978-3-476-03598-1 the interventions most often supported content knowledge of PSTs. It is promising to see that most of the interventions showed effective results. Existing studies should be replicated in further research and those interventions that proved effective should be considered for use in initial teacher e

表否定

https://doi.org/10.1007/978-3-476-03314-7aps. It reports on an example of how to identify misconceptions (using empirical data as evidence) and encourage conceptual change. This approach was developed by and is used in the geography teacher training program at the Faculty of Science, Charles University, Prague. It is demonstrated in the ca