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Influencing Science Teaching Self-Efficacy Beliefs of Primary School Teachers: A longitudinal case study

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dc.contributor.authorLamberts, Roderick
dc.contributor.authorMcKinnon, Merryn
dc.date.accessioned2015-12-07T22:54:02Z
dc.date.issued2014
dc.date.updated2015-12-07T12:45:50Z
dc.identifier.issn0950-0693
dc.identifier.urihttp://hdl.handle.net/1885/27998
dc.publisherRoutledge, Taylor & Francis Group
dc.sourceInternational Journal of Science Education
dc.titleInfluencing Science Teaching Self-Efficacy Beliefs of Primary School Teachers: A longitudinal case study
dc.typeJournal article
local.bibliographicCitation.issue2
local.bibliographicCitation.lastpage194
local.bibliographicCitation.startpage172
local.contributor.affiliationMcKinnon, Merryn, College of Physical and Mathematical Sciences, ANU
local.contributor.affiliationLamberts, Roderick, College of Physical and Mathematical Sciences, ANU
local.contributor.authoruidMcKinnon, Merryn, u3330976
local.contributor.authoruidLamberts, Roderick, u9612540
local.description.embargo2037-12-31
local.description.notesImported from ARIES
local.identifier.absfor160808 - Sociology and Social Studies of Science and Technology
local.identifier.ariespublicationu4017481xPUB55
local.identifier.citationvolume4
local.identifier.doi10.1080/2154848455.2013.793432
local.type.statusPublished Version

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