Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level (Unknown)
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- New search for: Zhang, Xin
- New search for: Admiraal, Wilfried
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- New search for: Zhang, Xin
- New search for: Admiraal, Wilfried
- New search for: Saab, Nadira
In:
Journal of Education for Teaching
;
47
, 5
;
714-731
;
2021
- Article (Journal) / Electronic Resource
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Title:Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level
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Contributors:
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Published in:Journal of Education for Teaching ; 47, 5 ; 714-731
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Publisher:
- New search for: Routledge
-
Publication date:2021-10-20
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Size:18 pages
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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:Unknown
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Keywords:
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Source:
Table of contents – Volume 47, Issue 5
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.
- 635
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Recurring themes in teacher education: pedagogy, practice and policyla Velle, Linda et al. | 2021
- 638
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Finnish student teachers’ perceptions of their development of 21st-century competenciesNiu, Shuanghong Jenny / Niemi, Hannele / Harju, Vilhelmiina / Pehkonen, Leila et al. | 2021
- 654
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Cooperative learning in teacher education: its effects on EFL pre-service teachers’ content knowledge and teaching self-efficacyChan, Sokhom / Maneewan, Sorakrich / Koul, Ravinder et al. | 2021
- 668
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Differentiated instruction:A review of teacher education practices for Canadian pre-service elementary school teachersD’Intino, Joseph Santino / Wang, Lifang et al. | 2021
- 682
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Examining the formation and evolution of university and school partnerships across four case studiesHeffernan, Troy / Manton, Claire / Seddon, Terri / Kostogriz, Alexander / Barbousas, Joanna et al. | 2021
- 695
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How do teachers perceive their knowledge development through engaging in school-based learning activities? A case study in ChinaZhang, Xiaolei / Wong, Jocelyn L.N. et al. | 2021
- 714
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Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school levelZhang, Xin / Admiraal, Wilfried / Saab, Nadira et al. | 2021
- 732
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‘Small but mighty’: a case study of teacher educators disrupting neoliberal reforms of teacher education and reclaiming a voice in policy conversationsAydarova, Elena / Rigney, James / Dana, Nancy et al. | 2021
- 745
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How do beginning teachers achieve their professional agency and resilience during the COVID-19 pandemic? A social-ecological approachXun, Yuan / Zhu, Gang / Rice, Mary et al. | 2021
- 749
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Beginning teaching during COVID -19: advice from newly qualified teachersMoorhouse, Benjamin Luke et al. | 2021
- 752
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Addressing the needs of early childhood teachers in promoting motor development through a co-design processCapio, Catherine M. / Chan, Wai Ling / Li, Echo Si et al. | 2021
- 756
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Identity, motivation, and multilingual education in Asian contextsZhao, Angel / Xiao, Yuehai (Mike) et al. | 2021
- 758
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Ivan Illich: an intellectual journeyEdmonds, Martin et al. | 2021