How much importance do prospective teachers attach to facts? Comments on empirical results at the University of Bielefeld (Germany) in the subject history

Must T (2020)
Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education 14(1): 2-17.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
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Erscheinungsjahr
2020
Zeitschriftentitel
Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education
Band
14
Ausgabe
1
Seite(n)
2-17
eISSN
1750-8428
Page URI
https://pub.uni-bielefeld.de/record/2940613

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Must T. How much importance do prospective teachers attach to facts? Comments on empirical results at the University of Bielefeld (Germany) in the subject history. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education. 2020;14(1):2-17.
Must, T. (2020). How much importance do prospective teachers attach to facts? Comments on empirical results at the University of Bielefeld (Germany) in the subject history. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 14(1), 2-17.
Must, T. (2020). How much importance do prospective teachers attach to facts? Comments on empirical results at the University of Bielefeld (Germany) in the subject history. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education 14, 2-17.
Must, T., 2020. How much importance do prospective teachers attach to facts? Comments on empirical results at the University of Bielefeld (Germany) in the subject history. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 14(1), p 2-17.
T. Must, “How much importance do prospective teachers attach to facts? Comments on empirical results at the University of Bielefeld (Germany) in the subject history”, Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, vol. 14, 2020, pp. 2-17.
Must, T.: How much importance do prospective teachers attach to facts? Comments on empirical results at the University of Bielefeld (Germany) in the subject history. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education. 14, 2-17 (2020).
Must, Thomas. “How much importance do prospective teachers attach to facts? Comments on empirical results at the University of Bielefeld (Germany) in the subject history”. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education 14.1 (2020): 2-17.

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