Woolhouse, C., & Cochrane, M. (2015). Educational policy or practice? Traversing the conceptual divide between subject knowledge, pedagogy and teacher identity in England. European journal of teacher education, 38(1), 87-101. https://doi.org/10.1080/02619768.2014.921154
Chicago-Zitierstil (17. Ausg.)Woolhouse, Clare, und Matt Cochrane. "Educational Policy or Practice? Traversing the Conceptual Divide Between Subject Knowledge, Pedagogy and Teacher Identity in England." European Journal of Teacher Education 38, no. 1 (2015): 87-101. https://doi.org/10.1080/02619768.2014.921154.
MLA-Zitierstil (9. Ausg.)Woolhouse, Clare, und Matt Cochrane. "Educational Policy or Practice? Traversing the Conceptual Divide Between Subject Knowledge, Pedagogy and Teacher Identity in England." European Journal of Teacher Education, vol. 38, no. 1, 2015, pp. 87-101, https://doi.org/10.1080/02619768.2014.921154.