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(isbn:((1366-4530) OR (1747-5120)) OR issn:((1366-4530) OR (1747-5120)) OR number:((1366-4530) OR (1747-5120)))

  1. Relational competence in teacher education. Concept analysis and report from a pilot study

    Free access
    Aspelin, Jonas / Jonsson, Anders | Taylor & Francis Verlag | 2019

  2. Continuing professional development of teachers in Education for Sustainable Development – case study of the Republic of Croatia

    Anđić, Dunja | Taylor & Francis Verlag | 2020

  3. Mentoring preservice teachers: identifying tensions and possible resolutions

    Hudson, Peter / Hudson, Sue | Taylor & Francis Verlag | 2018

  4. Promoting well-being and preventing burnout in teacher education: a pilot study of a mindfulness-based programme for pre-service teachers in Hong Kong

    Hue, Ming-tak / Lau, Ngar-sze | Taylor & Francis Verlag | 2015

  5. Teacher self-efficacy in cultivating students to become ‘good citizens’: a Hong Kong case

    Wong, Koon Lin / Lee, Chi Kin John / Chan, Kin Sang Jacqueline et al. | Taylor & Francis Verlag | 2019

  6. Developing emotional intelligence competence among teachers

    Dolev, Niva / Leshem, Shosh | Taylor & Francis Verlag | 2017

  7. Teachers’ professional development for differentiated instruction in mixed-ability classrooms: investigating the impact of a development program on teachers’ professional learning and on students’ achievement

    Valiandes, Stavroula / Neophytou, Lefkios | Taylor & Francis Verlag | 2018

  8. Teaching efficacy: exploring relationships between mathematics and science self-efficacy beliefs, PCK and domain knowledge among preservice teachers from the United States

    Thomson, Margareta Maria / DiFrancesca, Daniell / Carrier, Sarah et al. | Taylor & Francis Verlag | 2017

  9. Teachers’ experience from a school-based collaborative teacher professional development programme: reported impact on professional development

    Svendsen, Bodil | Taylor & Francis Verlag | 2016

  10. Early career teacher attrition: new thoughts on an intractable problem

    Gallant, Andrea / Riley, Philip | Taylor & Francis Verlag | 2014

  11. Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional development

    Stanton, Kathleen / Cawthon, Stephanie / Dawson, Kathryn | Taylor & Francis Verlag | 2018

  12. From student to teacher: changes in preservice teacher educational beliefs throughout the learning-to-teach journey

    Wall, Carrie R. Giboney | Taylor & Francis Verlag | 2016

  13. Transformative professional development for in-service teachers through international service learning

    Baecher, Laura / Chung, Samantha | Taylor & Francis Verlag | 2020

  14. Teacher professional development to support teacher professional learning: Systemic Factors from Irish case studies

    King, Fiona | Taylor & Francis Verlag | 2016

  15. Preparing for the inclusive classroom: changing teachers’ attitudes and knowledge

    Srivastava, Meenakshi / de Boer, Anke A. / Pijl, Sip Jan | Taylor & Francis Verlag | 2017

  16. Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers

    Goodwin, A. Lin / Kosnik, Clare | Taylor & Francis Verlag | 2013

  17. The role of video in teacher professional development

    Marsh, Brian / Mitchell, Nick | Taylor & Francis Verlag | 2014

  18. ‘Fitting in’ or ‘being different’? Integration, separation, and identity construction during a teaching practicum in Hong Kong

    Trent, John | Taylor & Francis Verlag | 2018

  19. ‘Overworked and underappreciated’: special education teachers describe stress and attrition

    Hester, Olivia R. / Bridges, Shannon A. / Rollins, Lauren Hart | Taylor & Francis Verlag | 2020

  20. Examining the development of teacher self-efficacy beliefs to teach reading and to attend to issues of diversity in elementary schools

    Clark, Sarah K. | Taylor & Francis Verlag | 2020

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