How do secondary science student teachers approach knowledge? : an investigation into cognition and affect
Graduates enrolled in English secondary science PGCE courses would appear to face high demands in terms of their requirements for teaching - and subsequent learning. This interpretive, constructivist study was centred within the context of a PGCE method programme conducted in an English university a...
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University of Reading
2006
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438844 |