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Academic Journal

Impact of Backward Design on Improving Iranian Advanced Learners' Writing Ability: Teachers' Practices and Beliefs

Subjects: Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Writing Skills, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Writing Improvement, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Foreign Countries, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Teaching Methods, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Teacher Attitudes, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Models, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, English (Second Language), Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Second Language Learning, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Control Groups, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Experimental Groups, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Writing Instruction, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Curriculum Design, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Curriculum Development, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, BeliefsIran

  • Source: International Journal of Instruction, v12 n2 p33-50 Apr 2019. 18 pp.

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Academic Journal

Investigation of Pre-Service Science Teachers' Epistemological Beliefs

Subjects: Preservice Teachers, Beliefs, Epistemology, Individual Differences, Foreign Countries, Knowledge Level, Ability, Learning Processes, Preservice Teachers, Preservice Teachers, Beliefs, Epistemology, Individual Differences, Foreign Countries, Knowledge Level, Ability, Learning Processes, Beliefs, Preservice Teachers, Beliefs, Epistemology, Individual Differences, Foreign Countries, Knowledge Level, Ability, Learning Processes, Epistemology, Preservice Teachers, Beliefs, Epistemology, Individual Differences, Foreign Countries, Knowledge Level, Ability, Learning Processes, Individual Differences, Preservice Teachers, Beliefs, Epistemology, Individual Differences, Foreign Countries, Knowledge Level, Ability, Learning Processes, Foreign Countries, Preservice Teachers, Beliefs, Epistemology, Individual Differences, Foreign Countries, Knowledge Level, Ability, Learning Processes, Knowledge Level, Preservice Teachers, Beliefs, Epistemology, Individual Differences, Foreign Countries, Knowledge Level, Ability, Learning Processes, Ability, Preservice Teachers, Beliefs, Epistemology, Individual Differences, Foreign Countries, Knowledge Level, Ability, Learning Processes, Learning Processes, Preservice Teachers, Beliefs, Epistemology, Individual Differences, Foreign Countries, Knowledge Level, Ability, Learning Processes, Information SourcesTurkey

  • Source: Cypriot Journal of Educational Sciences, v14 n1 p146-157 2019. 12 pp.

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Academic Journal

Effects of Active Learning Methodologies on the Students' Emotions, Self-Efficacy Beliefs and Learning Outcomes in a Science Distance Learning Course

Subjects: Active Learning, Psychological Patterns, Self Efficacy, Student Attitudes, Beliefs, Outcomes of Education, Science Instruction, Distance Education, Foreign Countries, College Science, Experimental Groups, Control Groups, Undergraduate Students, Learning Motivation, Active Learning, Active Learning, Psychological Patterns, Self Efficacy, Student Attitudes, Beliefs, Outcomes of Education, Science Instruction, Distance Education, Foreign Countries, College Science, Experimental Groups, Control Groups, Undergraduate Students, Learning Motivation, Psychological Patterns, Active Learning, Psychological Patterns, Self Efficacy, Student Attitudes, Beliefs, Outcomes of Education, Science Instruction, Distance Education, Foreign Countries, College Science, Experimental Groups, Control Groups, Undergraduate Students, Learning Motivation, Self Efficacy, Active Learning, Psychological Patterns, Self Efficacy, Student Attitudes, Beliefs, Outcomes of Education, Science Instruction, Distance Education, Foreign Countries, College Science, Experimental Groups, Control Groups, Undergraduate Students, Learning Motivation, Student Attitudes, Active Learning, Psychological Patterns, Self Efficacy, Student Attitudes, Beliefs, Outcomes of Education, Science Instruction, Distance Education, Foreign Countries, College Science, Experimental Groups, Control Groups, Undergraduate Students, Learning Motivation, Beliefs, Active Learning, Psychological Patterns, Self Efficacy, Student Attitudes, Beliefs, Outcomes of Education, Science Instruction, Distance Education, Foreign Countries, College Science, Experimental Groups, Control Groups, Undergraduate Students, Learning Motivation, Outcomes of Education, Active Learning, Psychological Patterns, Self Efficacy, Student Attitudes, Beliefs, Outcomes of Education, Science Instruction, Distance Education, Foreign Countries, College Science, Experimental Groups, Control Groups, Undergraduate Students, Learning Motivation, Science Instruction, Active Learning, Psychological Patterns, Self Efficacy, Student Attitudes, Beliefs, Outcomes of Education, Science Instruction, Distance Education, Foreign Countries, College Science, Experimental Groups, Control Groups, Undergraduate Students, Learning Motivation, Distance Education, Active Learning, Psychological Patterns, Self Efficacy, Student Attitudes, Beliefs, Outcomes of Education, Science Instruction, Distance Education, Foreign Countries, College Science, Experimental Groups, Control Groups, Undergraduate Students, Learning Motivation, Foreign Countries, Active Learning, Psychological Patterns, Self Efficacy, Student Attitudes, Beliefs, Outcomes of Education, Science Instruction, Distance Education, Foreign Countries, College Science, Experimental Groups, Control Groups, Undergraduate Students, Learning Motivation, College Science, Active Learning, Psychological Patterns, Self Efficacy, Student Attitudes, Beliefs, Outcomes of Education, Science Instruction, Distance Education, Foreign Countries, College Science, Experimental Groups, Control Groups, Undergraduate Students, Learning Motivation, Experimental Groups, Active Learning, Psychological Patterns, Self Efficacy, Student Attitudes, Beliefs, Outcomes of Education, Science Instruction, Distance Education, Foreign Countries, College Science, Experimental Groups, Control Groups, Undergraduate Students, Learning Motivation, Control Groups, Active Learning, Psychological Patterns, Self Efficacy, Student Attitudes, Beliefs, Outcomes of Education, Science Instruction, Distance Education, Foreign Countries, College Science, Experimental Groups, Control Groups, Undergraduate Students, Learning Motivation, Undergraduate Students, Active Learning, Psychological Patterns, Self Efficacy, Student Attitudes, Beliefs, Outcomes of Education, Science Instruction, Distance Education, Foreign Countries, College Science, Experimental Groups, Control Groups, Undergraduate Students, Learning Motivation, Learning Motivation, Active Learning, Psychological Patterns, Self Efficacy, Student Attitudes, Beliefs, Outcomes of Education, Science Instruction, Distance Education, Foreign Countries, College Science, Experimental Groups, Control Groups, Undergraduate Students, Learning Motivation, Student MotivationSpain (Madrid)

  • Source: Journal of Technology and Science Education, v9 n2 p217-227 2019. 11 pp.

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Academic Journal

The Relationship between Teachers' Beliefs, Teachers' Behaviors, and Teachers' Professional Development: A Literature Review

Subjects: Correlation, Teacher Attitudes, Beliefs, Teacher Behavior, Faculty Development, Classroom Techniques, Teaching Methods, English (Second Language), Second Language Instruction, Correlation, Correlation, Teacher Attitudes, Beliefs, Teacher Behavior, Faculty Development, Classroom Techniques, Teaching Methods, English (Second Language), Second Language Instruction, Teacher Attitudes, Correlation, Teacher Attitudes, Beliefs, Teacher Behavior, Faculty Development, Classroom Techniques, Teaching Methods, English (Second Language), Second Language Instruction, Beliefs, Correlation, Teacher Attitudes, Beliefs, Teacher Behavior, Faculty Development, Classroom Techniques, Teaching Methods, English (Second Language), Second Language Instruction, Teacher Behavior, Correlation, Teacher Attitudes, Beliefs, Teacher Behavior, Faculty Development, Classroom Techniques, Teaching Methods, English (Second Language), Second Language Instruction, Faculty Development, Correlation, Teacher Attitudes, Beliefs, Teacher Behavior, Faculty Development, Classroom Techniques, Teaching Methods, English (Second Language), Second Language Instruction, Classroom Techniques, Correlation, Teacher Attitudes, Beliefs, Teacher Behavior, Faculty Development, Classroom Techniques, Teaching Methods, English (Second Language), Second Language Instruction, Teaching Methods, Correlation, Teacher Attitudes, Beliefs, Teacher Behavior, Faculty Development, Classroom Techniques, Teaching Methods, English (Second Language), Second Language Instruction, English (Second Language), Correlation, Teacher Attitudes, Beliefs, Teacher Behavior, Faculty Development, Classroom Techniques, Teaching Methods, English (Second Language), Second Language Instruction, Second Language Instruction, Correlation, Teacher Attitudes, Beliefs, Teacher Behavior, Faculty Development, Classroom Techniques, Teaching Methods, English (Second Language), Second Language Instruction, Second Language Learning

  • Source: International Journal of Education and Practice, v7 n1 p10-18 2019. 9 pp.

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Academic Journal

Students' Reading Ability Moderates the Effects of Teachers' Beliefs on Students' Reading Progress

Subjects: Teacher Attitudes, Reading Ability, Reading Comprehension, Reading Fluency, Reading Improvement, Beliefs, Constructivism (Learning), Teacher Influence, Grade 4, Elementary School Teachers, Elementary School Students, Teacher Attitudes, Teacher Attitudes, Reading Ability, Reading Comprehension, Reading Fluency, Reading Improvement, Beliefs, Constructivism (Learning), Teacher Influence, Grade 4, Elementary School Teachers, Elementary School Students, Reading Ability, Teacher Attitudes, Reading Ability, Reading Comprehension, Reading Fluency, Reading Improvement, Beliefs, Constructivism (Learning), Teacher Influence, Grade 4, Elementary School Teachers, Elementary School Students, Reading Comprehension, Teacher Attitudes, Reading Ability, Reading Comprehension, Reading Fluency, Reading Improvement, Beliefs, Constructivism (Learning), Teacher Influence, Grade 4, Elementary School Teachers, Elementary School Students, Reading Fluency, Teacher Attitudes, Reading Ability, Reading Comprehension, Reading Fluency, Reading Improvement, Beliefs, Constructivism (Learning), Teacher Influence, Grade 4, Elementary School Teachers, Elementary School Students, Reading Improvement, Teacher Attitudes, Reading Ability, Reading Comprehension, Reading Fluency, Reading Improvement, Beliefs, Constructivism (Learning), Teacher Influence, Grade 4, Elementary School Teachers, Elementary School Students, Beliefs, Teacher Attitudes, Reading Ability, Reading Comprehension, Reading Fluency, Reading Improvement, Beliefs, Constructivism (Learning), Teacher Influence, Grade 4, Elementary School Teachers, Elementary School Students, Constructivism (Learning), Teacher Attitudes, Reading Ability, Reading Comprehension, Reading Fluency, Reading Improvement, Beliefs, Constructivism (Learning), Teacher Influence, Grade 4, Elementary School Teachers, Elementary School Students, Teacher Influence, Teacher Attitudes, Reading Ability, Reading Comprehension, Reading Fluency, Reading Improvement, Beliefs, Constructivism (Learning), Teacher Influence, Grade 4, Elementary School Teachers, Elementary School Students, Grade 4, Teacher Attitudes, Reading Ability, Reading Comprehension, Reading Fluency, Reading Improvement, Beliefs, Constructivism (Learning), Teacher Influence, Grade 4, Elementary School Teachers, Elementary School Students, Elementary School Teachers, Teacher Attitudes, Reading Ability, Reading Comprehension, Reading Fluency, Reading Improvement, Beliefs, Constructivism (Learning), Teacher Influence, Grade 4, Elementary School Teachers, Elementary School Students, Elementary School Students, Teacher Attitudes, Reading Ability, Reading Comprehension, Reading Fluency, Reading Improvement, Beliefs, Constructivism (Learning), Teacher Influence, Grade 4, Elementary School Teachers, Elementary School Students, Foreign CountriesGermany

  • Source: Frontline Learning Research, v7 n1 p1-22 2019. 22 pp.

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Academic Journal

Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers

Subjects: Predictor Variables, Technology Integration, Self Efficacy, Beliefs, Preservice Teachers, Student Attitudes, Foreign Countries, Correlation, Pedagogical Content Knowledge, Predictor Variables, Predictor Variables, Technology Integration, Self Efficacy, Beliefs, Preservice Teachers, Student Attitudes, Foreign Countries, Correlation, Pedagogical Content Knowledge, Technology Integration, Predictor Variables, Technology Integration, Self Efficacy, Beliefs, Preservice Teachers, Student Attitudes, Foreign Countries, Correlation, Pedagogical Content Knowledge, Self Efficacy, Predictor Variables, Technology Integration, Self Efficacy, Beliefs, Preservice Teachers, Student Attitudes, Foreign Countries, Correlation, Pedagogical Content Knowledge, Beliefs, Predictor Variables, Technology Integration, Self Efficacy, Beliefs, Preservice Teachers, Student Attitudes, Foreign Countries, Correlation, Pedagogical Content Knowledge, Preservice Teachers, Predictor Variables, Technology Integration, Self Efficacy, Beliefs, Preservice Teachers, Student Attitudes, Foreign Countries, Correlation, Pedagogical Content Knowledge, Student Attitudes, Predictor Variables, Technology Integration, Self Efficacy, Beliefs, Preservice Teachers, Student Attitudes, Foreign Countries, Correlation, Pedagogical Content Knowledge, Foreign Countries, Predictor Variables, Technology Integration, Self Efficacy, Beliefs, Preservice Teachers, Student Attitudes, Foreign Countries, Correlation, Pedagogical Content Knowledge, Correlation, Predictor Variables, Technology Integration, Self Efficacy, Beliefs, Preservice Teachers, Student Attitudes, Foreign Countries, Correlation, Pedagogical Content Knowledge, Pedagogical Content Knowledge, Predictor Variables, Technology Integration, Self Efficacy, Beliefs, Preservice Teachers, Student Attitudes, Foreign Countries, Correlation, Pedagogical Content Knowledge, Technological LiteracyTurkey

  • Source: Contemporary Educational Technology, v10 n1 p75-93 2019. 19 pp.

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Academic Journal

Investigation of the Relationship between Social Connectedness Level and Just World Beliefs of Prospective Teachers

Subjects: Correlation, World Views, Preservice Teachers, Foreign Countries, Athletics, Physical Education, Beliefs, Student Attitudes, Visual Arts, Correlation, Correlation, World Views, Preservice Teachers, Foreign Countries, Athletics, Physical Education, Beliefs, Student Attitudes, Visual Arts, World Views, Correlation, World Views, Preservice Teachers, Foreign Countries, Athletics, Physical Education, Beliefs, Student Attitudes, Visual Arts, Preservice Teachers, Correlation, World Views, Preservice Teachers, Foreign Countries, Athletics, Physical Education, Beliefs, Student Attitudes, Visual Arts, Foreign Countries, Correlation, World Views, Preservice Teachers, Foreign Countries, Athletics, Physical Education, Beliefs, Student Attitudes, Visual Arts, Athletics, Correlation, World Views, Preservice Teachers, Foreign Countries, Athletics, Physical Education, Beliefs, Student Attitudes, Visual Arts, Physical Education, Correlation, World Views, Preservice Teachers, Foreign Countries, Athletics, Physical Education, Beliefs, Student Attitudes, Visual Arts, Beliefs, Correlation, World Views, Preservice Teachers, Foreign Countries, Athletics, Physical Education, Beliefs, Student Attitudes, Visual Arts, Student Attitudes, Correlation, World Views, Preservice Teachers, Foreign Countries, Athletics, Physical Education, Beliefs, Student Attitudes, Visual Arts, Visual Arts, Correlation, World Views, Preservice Teachers, Foreign Countries, Athletics, Physical Education, Beliefs, Student Attitudes, Visual Arts, Music EducationTurkey (Ankara)

  • Source: Asian Journal of Education and Training, v5 n1 p243-247 2019. 5 pp.

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Academic Journal

The Relationship between Technological Pedagogical Content Knowledge and Web 2.0 Self-Efficacy Beliefs

Subjects: Correlation, Pedagogical Content Knowledge, Technological Literacy, Web 2.0 Technologies, Self Efficacy, Beliefs, Foreign Countries, Preservice Teachers, Middle Schools, Mathematics Instruction, Mathematics Teachers, Predictor Variables, Technology Integration, Technology Uses in Education, Pretests Posttests, Correlation, Correlation, Pedagogical Content Knowledge, Technological Literacy, Web 2.0 Technologies, Self Efficacy, Beliefs, Foreign Countries, Preservice Teachers, Middle Schools, Mathematics Instruction, Mathematics Teachers, Predictor Variables, Technology Integration, Technology Uses in Education, Pretests Posttests, Pedagogical Content Knowledge, Correlation, Pedagogical Content Knowledge, Technological Literacy, Web 2.0 Technologies, Self Efficacy, Beliefs, Foreign Countries, Preservice Teachers, Middle Schools, Mathematics Instruction, Mathematics Teachers, Predictor Variables, Technology Integration, Technology Uses in Education, Pretests Posttests, Technological Literacy, Correlation, Pedagogical Content Knowledge, Technological Literacy, Web 2.0 Technologies, Self Efficacy, Beliefs, Foreign Countries, Preservice Teachers, Middle Schools, Mathematics Instruction, Mathematics Teachers, Predictor Variables, Technology Integration, Technology Uses in Education, Pretests Posttests, Web 2.0 Technologies, Correlation, Pedagogical Content Knowledge, Technological Literacy, Web 2.0 Technologies, Self Efficacy, Beliefs, Foreign Countries, Preservice Teachers, Middle Schools, Mathematics Instruction, Mathematics Teachers, Predictor Variables, Technology Integration, Technology Uses in Education, Pretests Posttests, Self Efficacy, Correlation, Pedagogical Content Knowledge, Technological Literacy, Web 2.0 Technologies, Self Efficacy, Beliefs, Foreign Countries, Preservice Teachers, Middle Schools, Mathematics Instruction, Mathematics Teachers, Predictor Variables, Technology Integration, Technology Uses in Education, Pretests Posttests, Beliefs, Correlation, Pedagogical Content Knowledge, Technological Literacy, Web 2.0 Technologies, Self Efficacy, Beliefs, Foreign Countries, Preservice Teachers, Middle Schools, Mathematics Instruction, Mathematics Teachers, Predictor Variables, Technology Integration, Technology Uses in Education, Pretests Posttests, Foreign Countries, Correlation, Pedagogical Content Knowledge, Technological Literacy, Web 2.0 Technologies, Self Efficacy, Beliefs, Foreign Countries, Preservice Teachers, Middle Schools, Mathematics Instruction, Mathematics Teachers, Predictor Variables, Technology Integration, Technology Uses in Education, Pretests Posttests, Preservice Teachers, Correlation, Pedagogical Content Knowledge, Technological Literacy, Web 2.0 Technologies, Self Efficacy, Beliefs, Foreign Countries, Preservice Teachers, Middle Schools, Mathematics Instruction, Mathematics Teachers, Predictor Variables, Technology Integration, Technology Uses in Education, Pretests Posttests, Middle Schools, Correlation, Pedagogical Content Knowledge, Technological Literacy, Web 2.0 Technologies, Self Efficacy, Beliefs, Foreign Countries, Preservice Teachers, Middle Schools, Mathematics Instruction, Mathematics Teachers, Predictor Variables, Technology Integration, Technology Uses in Education, Pretests Posttests, Mathematics Instruction, Correlation, Pedagogical Content Knowledge, Technological Literacy, Web 2.0 Technologies, Self Efficacy, Beliefs, Foreign Countries, Preservice Teachers, Middle Schools, Mathematics Instruction, Mathematics Teachers, Predictor Variables, Technology Integration, Technology Uses in Education, Pretests Posttests, Mathematics Teachers, Correlation, Pedagogical Content Knowledge, Technological Literacy, Web 2.0 Technologies, Self Efficacy, Beliefs, Foreign Countries, Preservice Teachers, Middle Schools, Mathematics Instruction, Mathematics Teachers, Predictor Variables, Technology Integration, Technology Uses in Education, Pretests Posttests, Predictor Variables, Correlation, Pedagogical Content Knowledge, Technological Literacy, Web 2.0 Technologies, Self Efficacy, Beliefs, Foreign Countries, Preservice Teachers, Middle Schools, Mathematics Instruction, Mathematics Teachers, Predictor Variables, Technology Integration, Technology Uses in Education, Pretests Posttests, Technology Integration, Correlation, Pedagogical Content Knowledge, Technological Literacy, Web 2.0 Technologies, Self Efficacy, Beliefs, Foreign Countries, Preservice Teachers, Middle Schools, Mathematics Instruction, Mathematics Teachers, Predictor Variables, Technology Integration, Technology Uses in Education, Pretests Posttests, Technology Uses in Education, Correlation, Pedagogical Content Knowledge, Technological Literacy, Web 2.0 Technologies, Self Efficacy, Beliefs, Foreign Countries, Preservice Teachers, Middle Schools, Mathematics Instruction, Mathematics Teachers, Predictor Variables, Technology Integration, Technology Uses in Education, Pretests Posttests, Pretests Posttests, Correlation, Pedagogical Content Knowledge, Technological Literacy, Web 2.0 Technologies, Self Efficacy, Beliefs, Foreign Countries, Preservice Teachers, Middle Schools, Mathematics Instruction, Mathematics Teachers, Predictor Variables, Technology Integration, Technology Uses in Education, Pretests Posttests, Student AttitudesTurkey

  • Source: Online Submission, International Online Journal of Educational Sciences v11 n1 p198-213 2019. 16 pp.

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Academic Journal

Determination of Multi-Dimensional Self-Efficacy Beliefs of Prospective Teachers towards Creative Drama Activities

Subjects: Foreign Countries, Self Efficacy, Beliefs, Student Attitudes, Art, Dramatics, Creativity, Drama, Creative Activities, Preschool Education, Preservice Teachers, Correlation, Foreign Countries, Foreign Countries, Self Efficacy, Beliefs, Student Attitudes, Art, Dramatics, Creativity, Drama, Creative Activities, Preschool Education, Preservice Teachers, Correlation, Self Efficacy, Foreign Countries, Self Efficacy, Beliefs, Student Attitudes, Art, Dramatics, Creativity, Drama, Creative Activities, Preschool Education, Preservice Teachers, Correlation, Beliefs, Foreign Countries, Self Efficacy, Beliefs, Student Attitudes, Art, Dramatics, Creativity, Drama, Creative Activities, Preschool Education, Preservice Teachers, Correlation, Student Attitudes, Foreign Countries, Self Efficacy, Beliefs, Student Attitudes, Art, Dramatics, Creativity, Drama, Creative Activities, Preschool Education, Preservice Teachers, Correlation, Art, Foreign Countries, Self Efficacy, Beliefs, Student Attitudes, Art, Dramatics, Creativity, Drama, Creative Activities, Preschool Education, Preservice Teachers, Correlation, Dramatics, Foreign Countries, Self Efficacy, Beliefs, Student Attitudes, Art, Dramatics, Creativity, Drama, Creative Activities, Preschool Education, Preservice Teachers, Correlation, Creativity, Foreign Countries, Self Efficacy, Beliefs, Student Attitudes, Art, Dramatics, Creativity, Drama, Creative Activities, Preschool Education, Preservice Teachers, Correlation, Drama, Foreign Countries, Self Efficacy, Beliefs, Student Attitudes, Art, Dramatics, Creativity, Drama, Creative Activities, Preschool Education, Preservice Teachers, Correlation, Creative Activities, Foreign Countries, Self Efficacy, Beliefs, Student Attitudes, Art, Dramatics, Creativity, Drama, Creative Activities, Preschool Education, Preservice Teachers, Correlation, Preschool Education, Foreign Countries, Self Efficacy, Beliefs, Student Attitudes, Art, Dramatics, Creativity, Drama, Creative Activities, Preschool Education, Preservice Teachers, Correlation, Preservice Teachers, Foreign Countries, Self Efficacy, Beliefs, Student Attitudes, Art, Dramatics, Creativity, Drama, Creative Activities, Preschool Education, Preservice Teachers, Correlation, Correlation, Foreign Countries, Self Efficacy, Beliefs, Student Attitudes, Art, Dramatics, Creativity, Drama, Creative Activities, Preschool Education, Preservice Teachers, Correlation, Classroom TechniquesCyprus

  • Source: International Journal of Instruction, v12 n1 p783-796 Jan 2019. 14 pp.

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Academic Journal

Cognitive Maps of the Beliefs of Pre-Service Mathematics Teachers Regarding Mathematics: A Phenomenological Research

Subjects: Cognitive Mapping, Beliefs, Student Attitudes, Preservice Teachers, Mathematics Teachers, College Students, Constructivism (Learning), Cognitive Mapping, Cognitive Mapping, Beliefs, Student Attitudes, Preservice Teachers, Mathematics Teachers, College Students, Constructivism (Learning), Beliefs, Cognitive Mapping, Beliefs, Student Attitudes, Preservice Teachers, Mathematics Teachers, College Students, Constructivism (Learning), Student Attitudes, Cognitive Mapping, Beliefs, Student Attitudes, Preservice Teachers, Mathematics Teachers, College Students, Constructivism (Learning), Preservice Teachers, Cognitive Mapping, Beliefs, Student Attitudes, Preservice Teachers, Mathematics Teachers, College Students, Constructivism (Learning), Mathematics Teachers, Cognitive Mapping, Beliefs, Student Attitudes, Preservice Teachers, Mathematics Teachers, College Students, Constructivism (Learning), College Students, Cognitive Mapping, Beliefs, Student Attitudes, Preservice Teachers, Mathematics Teachers, College Students, Constructivism (Learning), Constructivism (Learning), Cognitive Mapping, Beliefs, Student Attitudes, Preservice Teachers, Mathematics Teachers, College Students, Constructivism (Learning), Knowledge Level

  • Source: International Journal of Instruction, v12 n1 p1545-1566 Jan 2019. 22 pp.

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