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- URN to cite this document:
- urn:nbn:de:bvb:355-epub-549423
- DOI to cite this document:
- 10.5283/epub.54942
Abstract
In this paper, the content knowledge and pedagogical content knowledge of teachers of Latin as a foreign language are modelled and examined using a convenience sample (N = 216) with newly validated test instruments. Bivariate correlations show significant relationships between domain-specific professional knowledge and indicators of school or academic success, but no relationships with ...

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