Learning from professional development: A case study of the challenges of enacting productive science discourse in the classroom

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dc.catalogadorjwg
dc.contributor.authorSchindler, Ann-Kathrin
dc.contributor.authorGómez Zaccarelli, Florencia Sofia
dc.contributor.authorBorko, Hilda
dc.contributor.authorOsborne, Jonathan
dc.date.accessioned2024-01-19T16:01:04Z
dc.date.available2024-01-19T16:01:04Z
dc.date.issued2018
dc.fuente.origenConveris
dc.identifier.doi10.1080/19415257.2017.1423368
dc.identifier.issn1941-5257
dc.identifier.scopusidSCOPUS_ID:2-s2.0-85071700092
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/80772
dc.information.autorucFacultad de Educación; Gomez Zaccarelli Florencia Sofia; ; 95167
dc.issue.numero5
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final737
dc.pagina.inicio721
dc.revistaProfessional Development in Education
dc.rightsacceso restringido
dc.subjectScience argumentation
dc.subjectScience discourse
dc.subjectTeacher professional development
dc.subjectTeaching practices
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.titleLearning from professional development: A case study of the challenges of enacting productive science discourse in the classroom
dc.typeartículo
dc.volumen44
sipa.codpersvinculados95167
sipa.trazabilidadConveris;20-07-2021
sipa.trazabilidadORCID;2024-01-08
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