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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