Exploring the relationship between Chinese pre-service teachers’ epistemic beliefs and their perceptions of technological pedagogical content knowledge (TPACK)

Xi Bei Xiong, Chai Ching Sing, Chin Chung Tsai, Jyh Chong Liang*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

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Social Sciences