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Meng-Yang Matthew Wu [1] ; Ellen J. Yezierski [1] [1] Miami University, United States Localización: Journal of chemical education, ISSN 0021-9584, Vol. 100, Nº 11, 2023, págs. 4224-4236 Idioma: inglés Texto completo no disponible (Saber más ...) Resumen Teacher–teacher feedback is an important feature of professional learning. However, deeply ingrained socio-pedagogical norms may affect both the nature and content of feedback, constraining its effectiveness.
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