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
Download
Es wurden keine Dateien hochgeladen. Nur Publikationsnachweis!
Autor*in
Einrichtung
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
Zitieren
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, Thomas. 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.
Google Scholar