Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional development (English)
- New search for: Stanton, Kathleen
- New search for: Cawthon, Stephanie
- New search for: Dawson, Kathryn
- New search for: Stanton, Kathleen
- New search for: Cawthon, Stephanie
- New search for: Dawson, Kathryn
In:
Teacher Development
;
22
, 1
;
51-77
;
2018
- Article (Journal) / Electronic Resource
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Title:Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional development
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Contributors:
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Published in:Teacher Development ; 22, 1 ; 51-77
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Publisher:
- New search for: Routledge
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Publication date:2018-01-01
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Size:27 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:English
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Keywords:
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Source:
Table of contents – Volume 22, Issue 1
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.
- 1
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Using action research to explore the role of the international academic consultant: drawing on participants’ perceptions in a teacher development project in PakistanHargreaves, Eleanore et al. | 2018
- 16
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Mentoring preservice teachers: identifying tensions and possible resolutionsHudson, Peter / Hudson, Sue et al. | 2018
- 31
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‘We’re keeping on top of the students’: making sense of test data with more informal data in a grade-level instructional teamWardrip, Peter S. / Herman, Phillip et al. | 2018
- 51
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Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional developmentStanton, Kathleen / Cawthon, Stephanie / Dawson, Kathryn et al. | 2018
- 78
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Raising teachers’ voices: an in-depth qualitative inquiry into teachers’ working conditions and professional development needs in Khyber Pakhtunkhwa, a province of PakistanAli, Takbir et al. | 2018
- 105
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A posthumanist approach to environmental education in South Africa: implications for teachers, teacher development, and teacher training programsBlyth, Carmen / Meiring, Rouxnette et al. | 2018
- 123
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Teachers’ professional development for differentiated instruction in mixed-ability classrooms: investigating the impact of a development program on teachers’ professional learning and on students’ achievementValiandes, Stavroula / Neophytou, Lefkios et al. | 2018
- 139
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The development of the Teachers’ Attitudes toward Career Learning Index (TACLI)Dodd, Vanessa / Hooley, Tristram et al. | 2018
- 151
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Acknowledgements| 2018