1. Repositório Aberto da Universidade do Porto
  2. FPCEUP - Faculdade de Psicologia e de Ciências da Educação
  3. FPCEUP - Artigo em Revista Científica Internacional
Please use this identifier to cite or link to this item: https://hdl.handle.net/10216/163758
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DC FieldValueLanguage
dc.creatorIrene Cadime
dc.creatorDiana Alves
dc.creatorSofia Mendes
dc.creatorPatrícia Pinto
dc.creatorJoana Cruz
dc.date.accessioned2026-02-13T02:36:47Z-
dc.date.available2026-02-13T02:36:47Z-
dc.date.issued2025
dc.identifier.issn0020-7187
dc.identifier.othersigarra:699184
dc.identifier.urihttps://hdl.handle.net/10216/163758-
dc.language.isoeng
dc.rightsrestrictedAccess
dc.titleTeachers' beliefs and practices to support emergent literacy development in preschool education: the moderating role of continuous training
dc.typeArtigo em Revista Científica Internacional
dc.contributor.uportoFaculdade de Psicologia e de Ciências da Educação
dc.identifier.doi10.1007/s13158-024-00393-2
Appears in Collections:FPCEUP - Artigo em Revista Científica Internacional

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