Examining mentor teachers’ critical pedagogical discourses and participation in an era of changing science standards and pedagogies (English)
- New search for: Stroupe, David
- New search for: Hancock II, James Brian
- New search for: Stroupe, David
- New search for: Hancock II, James Brian
In:
Teaching and Teacher Education
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109
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2021
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ISSN:
- Article (Journal) / Electronic Resource
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Title:Examining mentor teachers’ critical pedagogical discourses and participation in an era of changing science standards and pedagogies
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Contributors:Stroupe, David ( author ) / Hancock II, James Brian ( author )
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Published in:
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Publisher:
- New search for: Elsevier Ltd
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Publication date:2021-10-11
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ISSN:
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DOI:
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Type of media:Article (Journal)
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Type of material:Electronic Resource
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Language:English
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Keywords:
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Source:
Table of contents – Volume 109
The tables of contents are generated automatically and are based on the data records of the individual contributions available in the index of the TIB portal. The display of the Tables of Contents may therefore be incomplete.
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International teacher education programme as a narrative space for teacher identity reconstructionZen, Satia / Ropo, Eero / Kupila, Päivi et al. | 2021
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A virtual coaching model of professional development to increase teachers' digital learning competenciesZimmer, Wendi K. / Matthews, Sharon D. et al. | 2021
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Teachers’ engaging messages: The role of perceived autonomy, competence and relatednessSantana-Monagas, Elisa / Núñez, Juan L. / Loro, Juan F. / Huéscar, Elisa / León, Jaime et al. | 2021
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Constituting ethical academics in teacher education: Navigating multiple and conflicting discoursesBarrow, Mark / Xu, Linlin et al. | 2021
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Australian teachers' perceptions of effectiveness in a performative cultureSimpson, Alyson / Day, Christopher / Goulding, James / Asha, Jennifer et al. | 2021
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Evaluation of a bibliotherapy-based stress intervention for teachersEddy, Colleen L. / Herman, Keith C. / Huang, Francis / Reinke, Wendy M. et al. | 2021
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Developing data literacy: Investigating the effects of a pre-service data use interventionMiller-Bains, Katherine L. / Cohen, Julie / Wong, Vivian C. et al. | 2021
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Pre-service physical education teachers’ attitude toward, and self-efficacy in, inclusive physical education: Measurement invariance and influence factorsBraksiek, Michael et al. | 2021
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Building successful partnerships between teaching assistants and teachers: Which interpersonal factors matter?Jardí, Andrea / Webster, Rob / Petreñas, Cristina / Puigdellívol, Ignasi et al. | 2021
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Status and inquiry in teacher communitiesEshchar-Netz, Livat / Vedder-Weiss, Dana / Lefstein, Adam et al. | 2021
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How the questions of prospective teachers evolve when linking research to practicevan Ingen Lauer, Sarah / Ariew, Susan et al. | 2021
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Which teacher induction practices work? Linking forms of induction to teacher practices, self-efficacy, and job satisfactionReeves, Todd D. / Hamilton, Valerie / Onder, Yasemin et al. | 2021
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Work-related coping behaviour and experience patterns, career choice motivation, and motivational regulation of first-year teacher education students – Evidence from Germany and the Czech RepublicMašková, Ivana / Mägdefrau, Jutta / Nohavová, Alena et al. | 2021
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Examining the relationship between internship experiences, teaching enthusiasm, and teacher self-efficacy when using a mobile portfolio appMichos, Konstantinos / Cantieni, Andrea / Schmid, Regina / Müller, Laura / Petko, Dominik et al. | 2021
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Understanding teachers’ experiences of classroom relationshipsKoenen, Anne-Katrien / Spilt, Jantine L. / Kelchtermans, Geert et al. | 2021
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Editorial Board| 2022
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Teachers’ working time from time-use data: Consequences of the invalidity of survey questions for teachers, researchers, and policyte Braak, Petrus / Van Droogenbroeck, Filip / Minnen, Joeri / van Tienoven, Theun Pieter / Glorieux, Ignace et al. | 2021
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Arts-based teaching and learning in teacher education: “Crystallising” student teachers' learning outcomes through a systematic literature reviewMøller-Skau, Marie / Lindstøl, Fride et al. | 2021
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Examining mentor teachers’ critical pedagogical discourses and participation in an era of changing science standards and pedagogiesStroupe, David / Hancock II, James Brian et al. | 2021
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Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysisLiu, Shengnan / Lu, Jiafang / Yin, Hongbiao et al. | 2021
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Professional development for language support in science classrooms: Evaluating effects for elementary school teachersHeppt, Birgit / Henschel, Sofie / Hardy, Ilonca / Hettmannsperger-Lippolt, Rosa / Gabler, Katrin / Sontag, Christine / Mannel, Susanne / Stanat, Petra et al. | 2021
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Chinese student teachers’ beliefs and the role of teaching experiences in the development of their beliefsLiu, Mei / Zwart, Rosanne / Bronkhorst, Larike / Wubbels, Theo et al. | 2021
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Teacher self-efficacy as an aspect of narrative self-schemataMarschall, Gosia / Watson, Steven et al. | 2021
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The lesson study approach to professional development: Promoting teachers' peer mentoring and communities of practice and students' learning in EgyptElkomy, Maha M. / Elkhaial, Nevien H. et al. | 2021
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Family school partnership discourse: Inconsistencies, misrepresentation, and counter narrativesBaxter, Gillian / Kilderry, Anna et al. | 2021
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Teacher demoralization: A phenomenological study of triggers, development stages, and reactionsIbrahim, Ali / Alhabbash, Maha et al. | 2021
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The case for leveraging multiple resource pedagogies: Teaching about racism in a secondary history classroomCastro, Eliana et al. | 2021
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Professional knowledge and task instruction specificity as influencing factors of prospective teachers' professional visionGrub, Ann-Sophie / Biermann, Antje / Lewalter, Doris / Brünken, Roland et al. | 2021
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Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive educationYada, Akie / Leskinen, Markku / Savolainen, Hannu / Schwab, Susanne et al. | 2021
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How and why learning theories are taught in current Dutch teacher education programs. Identifying a gap between paradigm and reality in teacher educationMeij, Erik / Smits, Anneke / Meeter, Martijn et al. | 2021
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Making sense through dissonance during preservice teacher preparationBraaten, Melissa / Granados, Enya / Bradford, Chris et al. | 2021
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The implementation of critical thinking development strategies into technology education: The evidence from SlovakiaBrečka, Peter / Valentová, Monika / Lančarič, Drahoslav et al. | 2021
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Patterns in critical incidents: Understanding teacher retention through career decision makingHurst, Christopher / Brantlinger, Andrew et al. | 2021
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Teachers' beliefs about and educational practices with high-ability studentsBarbier, Katelijne / Struyf, Elke / Donche, Vincent et al. | 2021
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Applying Q methodology to understand priorities in profiles of teacher reflectionsLim-Ratnam, Christina Tong Li / Tay, Lee Yong / Tan, Jing Yi / Ong, Monica Woei Ling / Aiyoob, Thaslim Begum et al. | 2021
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Negotiating professional expertise: Hybrid educators’ boundary work in the context of higher education-based teacher educationRisan, Maiken et al. | 2021
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Dynamic patterns of teachers’ professional development participation and their relations with socio-demographic characteristics, teacher self-efficacy, and job satisfactionYoon, Iksang / Kim, Minjung et al. | 2021