Effects of pre-service teachers’ collaboration on children’s competencies and motivation in (non-)inclusive primary school science lessons
F. Hellmich, F.K. Hoya, J.R. Schulze, E. Blumberg, International Journal of Inclusive Education (2021) 1–15.
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International Journal of Inclusive Education
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1-15
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Hellmich F, Hoya FK, Schulze JR, Blumberg E. Effects of pre-service teachers’ collaboration on children’s competencies and motivation in (non-)inclusive primary school science lessons. International Journal of Inclusive Education. Published online 2021:1-15. doi:10.1080/13603116.2020.1862406
Hellmich, F., Hoya, F. K., Schulze, J. R., & Blumberg, E. (2021). Effects of pre-service teachers’ collaboration on children’s competencies and motivation in (non-)inclusive primary school science lessons. International Journal of Inclusive Education, 1–15. https://doi.org/10.1080/13603116.2020.1862406
@article{Hellmich_Hoya_Schulze_Blumberg_2021, title={Effects of pre-service teachers’ collaboration on children’s competencies and motivation in (non-)inclusive primary school science lessons}, DOI={10.1080/13603116.2020.1862406}, journal={International Journal of Inclusive Education}, author={Hellmich, Frank and Hoya, Fabian Karl and Schulze, Jan Roland and Blumberg, Eva}, year={2021}, pages={1–15} }
Hellmich, Frank, Fabian Karl Hoya, Jan Roland Schulze, and Eva Blumberg. “Effects of Pre-Service Teachers’ Collaboration on Children’s Competencies and Motivation in (Non-)Inclusive Primary School Science Lessons.” International Journal of Inclusive Education, 2021, 1–15. https://doi.org/10.1080/13603116.2020.1862406.
F. Hellmich, F. K. Hoya, J. R. Schulze, and E. Blumberg, “Effects of pre-service teachers’ collaboration on children’s competencies and motivation in (non-)inclusive primary school science lessons,” International Journal of Inclusive Education, pp. 1–15, 2021, doi: 10.1080/13603116.2020.1862406.
Hellmich, Frank, et al. “Effects of Pre-Service Teachers’ Collaboration on Children’s Competencies and Motivation in (Non-)Inclusive Primary School Science Lessons.” International Journal of Inclusive Education, 2021, pp. 1–15, doi:10.1080/13603116.2020.1862406.
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