Examining practicing teachers’ perceptions of technological pedagogical content knowledge (TPACK) pathways: a structural equation modeling approach
- 6 June 2012
- journal article
- research article
- Published by Springer Science and Business Media LLC in Instructional Science
- Vol. 41 (4), 793-809
- https://doi.org/10.1007/s11251-012-9249-y
Abstract
No abstract availableKeywords
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