How Do Physics Teacher Candidates Substantiate Their Knowledge? An Analytical Framework for Examining the Epistemic Dimensions of Content Knowledge in Higher Education
Supporting teacher candidates’ learning of coherent and well-ordered content knowledge is one of the most important educational aims in subject teacher education. To reach this aim, teacher educators need suitable tools to enhance the formation of such knowledge. In this article, we presen...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2019-05-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/9/2/120 |