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Continuing professional development of teachers in Education for Sustainable Development – case study of the Republic of Croatia
Taylor & Francis Verlag | 2020| -
Relational competence in teacher education. Concept analysis and report from a pilot study
Free accessTaylor & Francis Verlag | 2019| -
Preparing for the inclusive classroom: changing teachers’ attitudes and knowledge
Taylor & Francis Verlag | 2017| -
Teacher self-efficacy in cultivating students to become ‘good citizens’: a Hong Kong case
Taylor & Francis Verlag | 2019| -
The construction of early career teachers’ identities: coping or managing?
Taylor & Francis Verlag | 2018| -
Personal professional trajectories of novice and experienced teacher educators in a professional development community
Taylor & Francis Verlag | 2015| -
Sharing teacher knowledge at scale: teacher inquiry, learning design and the representation of teachers’ practice
Taylor & Francis Verlag | 2018| -
Exploring the interplay of cultural capital, habitus, and field in the life histories of two West African teacher candidates
Taylor & Francis Verlag | 2016| -
Mentoring preservice teachers: identifying tensions and possible resolutions
Taylor & Francis Verlag | 2018| -
From student to teacher: changes in preservice teacher educational beliefs throughout the learning-to-teach journey
Taylor & Francis Verlag | 2016| -
Bridging professional teacher knowledge for science and literary integration via design-based research
Taylor & Francis Verlag | 2018| -
Professional primary school teacher identity development: a pursuit in line with an unexpressed image
Taylor & Francis Verlag | 2016| -
Transformative professional development for in-service teachers through international service learning
Taylor & Francis Verlag | 2020| -
Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers
Taylor & Francis Verlag | 2013| -
Language teachers’ conceptions of assessment: an Egyptian perspective
Taylor & Francis Verlag | 2017| -
‘Overworked and underappreciated’: special education teachers describe stress and attrition
Taylor & Francis Verlag | 2020| -
A new tool for practitioner-led evaluation of teacher professional development
Taylor & Francis Verlag | 2018| -
A case study of early career secondary teachers’ perceptions of their preparedness for teaching: lessons from Australia and Spain
Taylor & Francis Verlag | 2017| -
Using empathic identification as a literacy tool for building culturally responsive pedagogy with preservice teachers
Taylor & Francis Verlag | 2015| -
Creating communities: a consortium model for early childhood leaders
Taylor & Francis Verlag | 2018| -
Teachers’ technology adoption and practices: lessons learned from the IWB phenomenon
Taylor & Francis Verlag | 2018| -
Pedagogical knowledge base underlying EFL teachers’ provision of oral corrective feedback in grammar instruction
Taylor & Francis Verlag | 2017| -
Teacher professional development to support teacher professional learning: Systemic Factors from Irish case studies
Taylor & Francis Verlag | 2016| -
Mathematics teachers’ knowledge and skills about questioning in the context of modeling activities
Taylor & Francis Verlag | 2018| -
Professional role expectations and related feelings when solving pedagogical dilemmas: a comparison of pre- and in-service teachers
Taylor & Francis Verlag | 2017| -
‘Fitting in’ or ‘being different’? Integration, separation, and identity construction during a teaching practicum in Hong Kong
Taylor & Francis Verlag | 2018| -
Subject knowledge and teacher preparation in English secondary schools: the case of geography
Taylor & Francis Verlag | 2015| -
Contextual factors influencing the effectiveness of professional development for teachers in rural Pakistan
Taylor & Francis Verlag | 2021| -
Early career teacher attrition: new thoughts on an intractable problem
Taylor & Francis Verlag | 2014| -
The role of teachers in peer conflict: implications for teacher reflections
Taylor & Francis Verlag | 2017| -
Empowering teachers to implement innovative content in physical education through continuous professional development
Taylor & Francis Verlag | 2017| -
Duty calls for interculturalism: how do teachers perceive the reform of intercultural education in Cyprus?
Taylor & Francis Verlag | 2013| -
Large-scale assessment as professional development: teachers’ motivations, ability beliefs, and values
Taylor & Francis Verlag | 2019| -
Exploring how a digitally skilled teacher’s self-understanding influences his professional learning strategies. A research cooperation between a teacher and a researcher
Free accessTaylor & Francis Verlag | 2021| -
Data informed leadership: the work of primary mathematics lead teachers in New Zealand
Taylor & Francis Verlag | 2021|
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