Inclusive Beliefs and Self-Efficacy Concerning Inclusive Education Among German Teacher Trainees and Student Teachers
D. Scheer, M. Scholz, A. Rank, C. Donie, Journal of Cognitive Education and Psychology 14 (2015) 270–293.
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Journal Article
| English
Author
Scheer, DavidLibreCat 
;
Scholz, Markus;
Rank, Astrid;
Donie, Christian
;
Scholz, Markus;
Rank, Astrid;
Donie, ChristianPublishing Year
Journal Title
Journal of Cognitive Education and Psychology
Volume
14
Issue
3
Page
270-293
LibreCat-ID
Cite this
Scheer D, Scholz M, Rank A, Donie C. Inclusive Beliefs and Self-Efficacy Concerning Inclusive Education Among German Teacher Trainees and Student Teachers. Journal of Cognitive Education and Psychology. 2015;14(3):270-293. doi:10.1891/1945-8959.14.3.270
Scheer, D., Scholz, M., Rank, A., & Donie, C. (2015). Inclusive Beliefs and Self-Efficacy Concerning Inclusive Education Among German Teacher Trainees and Student Teachers. Journal of Cognitive Education and Psychology, 14(3), 270–293. https://doi.org/10.1891/1945-8959.14.3.270
@article{Scheer_Scholz_Rank_Donie_2015, title={Inclusive Beliefs and Self-Efficacy Concerning Inclusive Education Among German Teacher Trainees and Student Teachers}, volume={14}, DOI={10.1891/1945-8959.14.3.270}, number={3}, journal={Journal of Cognitive Education and Psychology}, author={Scheer, David and Scholz, Markus and Rank, Astrid and Donie, Christian}, year={2015}, pages={270–293} }
Scheer, David, Markus Scholz, Astrid Rank, and Christian Donie. “Inclusive Beliefs and Self-Efficacy Concerning Inclusive Education Among German Teacher Trainees and Student Teachers.” Journal of Cognitive Education and Psychology 14, no. 3 (2015): 270–93. https://doi.org/10.1891/1945-8959.14.3.270.
D. Scheer, M. Scholz, A. Rank, and C. Donie, “Inclusive Beliefs and Self-Efficacy Concerning Inclusive Education Among German Teacher Trainees and Student Teachers,” Journal of Cognitive Education and Psychology, vol. 14, no. 3, pp. 270–293, 2015.
Scheer, David, et al. “Inclusive Beliefs and Self-Efficacy Concerning Inclusive Education Among German Teacher Trainees and Student Teachers.” Journal of Cognitive Education and Psychology, vol. 14, no. 3, 2015, pp. 270–93, doi:10.1891/1945-8959.14.3.270.
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