Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences.
BACKGROUND: Conceptualizations of teachers' agency beliefs converge around domains of support and instruction. AIM: We investigated changes in student teachers' agency beliefs during a 1 year teacher education course, and related these to observed classroom quality and day-to-day experien...
| Main Authors: | , |
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| Format: | Journal article |
| Language: | English |
| Published: |
2009
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