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High versus low-structured cooperative learning. Effects on prospective teachers’ regulation dominance, motivation, content knowledge and responsibility
dc.contributor.author | Cecchini Estrada, José Antonio | |
dc.contributor.author | Fernández Río, Francisco Javier | |
dc.contributor.author | Méndez Giménez, Antonio | |
dc.contributor.author | González González-Mesa, Carmen | |
dc.contributor.author | Sánchez Martínez, Beatriz | |
dc.contributor.author | Carriedo Cayón, Alejandro | |
dc.date.accessioned | 2021-01-27T10:18:30Z | |
dc.date.available | 2021-01-27T10:18:30Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | European Journal of Teacher Education (2020); doi:10.1080/02619768.2020.1774548 | |
dc.identifier.issn | 0261-9768 | |
dc.identifier.uri | http://hdl.handle.net/10651/57306 | |
dc.language.iso | eng | |
dc.relation.ispartof | European Journal of Teacher Education | |
dc.rights | © Taylor & Francis | |
dc.source | Scopus | |
dc.source.uri | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086883290&doi=10.1080%2f02619768.2020.1774548&partnerID=40&md5=c5514f9598cd1cd724fa14372a71b641 | |
dc.title | High versus low-structured cooperative learning. Effects on prospective teachers’ regulation dominance, motivation, content knowledge and responsibility | |
dc.type | journal article | |
dc.identifier.doi | 10.1080/02619768.2020.1774548 | |
dc.relation.publisherversion | http://dx.doi.org/10.1080/02619768.2020.1774548 |
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