The impact of task-based professional development on teachers' practices and beliefs: A design research study

Journal of Mathematics Teacher Education

Volumn 10, Issue 4-6, 2007, Pages 217-237

  Swan, Malcolm ^a  

^a UNIVERSITY OF NOTTINGHAM   (United Kingdom)

Author keywords

Post 16 education; Task design; Teacher beliefs; Teacher practices

Indexed keywords

EID: 37349131049     PISSN: 13864416     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10857-007-9038-8     Document Type: Article

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