Examining preservice mathematics teachers' perceptions of technological pedagogical content knowledge (TPACK) pathways: a structural equation modeling approach. [PDF]
Front PsycholXu YH.
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Mapping TPACK self-efficacy beliefs in pre-service Chinese language teachers: a mixed-methods study. [PDF]
Front PsycholYang B +5 more
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AI teaching innovation behavior among college teachers: a structural equation modeling analysis based on the AI-TPACK framework, teaching self-efficacy, professional identity, and AI literacy. [PDF]
Front PsycholBai X, Hsieh TS.
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Bridging classical wisdom and modern pedagogy: pre-service teachers' cognitive engagement with Kutadgu Bilig. [PDF]
Front PsycholBozkırlı KÇ, Dağaşan E.
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The impact of general pedagogical knowledge on student engagement as mediated by instructional communication. [PDF]
Sci RepAynalem WB, Tolla TT, Abebe AS.
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"The science of teaching": Understanding anatomy demonstrators' pedagogical content knowledge. [PDF]
Anat Sci EducFox BJ, Lazarus MD, Stephens GC.
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Which career cycle might facilitate students' development following teachers' gifted education training? [PDF]
Front PsycholQin X, Xiao G, Lv L.
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Development and validation of the AI-empowered visualization teaching competency scale. [PDF]
Front PsycholChen L, Qiao S, Luo X, Chen G, Zhang Y.
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Exploring Pre-Service Mathematics Teachers' Diagnostic Thinking During AI-Supported Task Design: A Configurational Mixed-Methods Pilot Study. [PDF]
J IntellQi C, Lin J, Wen L, Huang Q.
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The impact of teacher training on the evaluation and selection of STEM augmented reality applications and TPACK self-assessment. [PDF]
Front PsycholKüng J, Brovelli D.
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