Using authentic representations of practice in teacher education: Do direct instructional and problem-based approaches really produce different effects?

dc.contributor.author	Bohl, Thorsten
dc.contributor.author	Syring, Marcus
dc.contributor.author	Schneider, Jürgen
dc.date.accessioned	2023-04-20T09:50:48Z
dc.date.available	2023-04-20T09:50:48Z
dc.date.issued	2022
dc.identifier.issn	1932-6203
dc.identifier.uri	http://hdl.handle.net/10900/139354
dc.language.iso	en	de_DE
dc.publisher	Public Library Science	de_DE
dc.relation.uri	http://dx.doi.org/10.1371/journal.pone.0273988	de_DE
dc.subject.ddc	500	de_DE
dc.title	Using authentic representations of practice in teacher education: Do direct instructional and problem-based approaches really produce different effects?	de_DE
dc.type	Article	de_DE
utue.quellen.id	20230202000000_01421
utue.personen.roh	Schneider, Juergen
utue.personen.roh	Kleinknecht, Marc
utue.personen.roh	Bohl, Thorsten
utue.personen.roh	Kuntze, Sebastian
utue.personen.roh	Rehm, Markus
utue.personen.roh	Syring, Marcus
dcterms.isPartOf.ZSTitelID	Plos One	de_DE
dcterms.isPartOf.ZS-Issue	9	de_DE
dcterms.isPartOf.ZS-Volume	17	de_DE
utue.fakultaet	06 Wirtschafts- und sozialwissenschaftliche Fakultät	de_DE