We don’t get any training: the impact of a professional development model on teaching practices of chemistry and biology graduate teaching assistants

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Title
We don’t get any training: the impact of a professional development model on teaching practices of chemistry and biology graduate teaching assistants
Authors
Keywords
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Journal
Chemistry Education Research and Practice
Volume 19, Issue 1, Pages 106-121
Publisher
Royal Society of Chemistry (RSC)
Online
2017-10-16
DOI
10.1039/c7rp00133a
References
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