Teaching and Teacher Education
Vol. 43, 10/2014
- The influence of the ecological contexts of teacher education on South Korean teacher educators' professional development, Hyeyoung Hwang
- The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis, Eva Susann Becker, Thomas Goetz, Vinzenz Morger, John Ranellucci
- Identity expectations in early childhood teacher education: Pre-service teachers' memories of prior experiences and reasons for entry into the profession, Sandra Chang-Kredl, Sarah Kingsley
- Teachers' exit decisions: An investigation into the reasons why newly qualified teachers fail to enter the teaching profession or why those who do enter do not continue teaching, Katrien Struyven, Gert Vanthournout
- Teachers at the zone of proximal development – Collaboration promoting or hindering the development process, Hanna Kuusisaari
- Does teachers' cognitive self-regulation increase their occupational well-being? The structure and role of self-regulation in the teaching context, Jessica Mattern, Johannes Bauer
- Developing equitable elementary mathematics classrooms through teachers learning about children's mathematical thinking: Cognitively Guided Instruction as an inclusive pedagogy, Lio Moscardini
- Multigrade teaching and age composition of the class: The influence on academic and social outcomes among students , Amanda Quail, Emer Smyth
- Feedback revisited: Adding perspectives based on positive psychology. Implications for theory and classroom practice, Lia Voerman, Fred A.J. Korthagen, Paulien C. Meijer, Robert Jan Simons
- Burnout among senior teachers: Investigating the role of workload and interpersonal relationships at work, Filip Van Droogenbroeck, Bram Spruyt, Christophe Vanroelen
- Understanding teacher knowledge from a Cultural Psychology approach , Marc Clarà
- Teacher commitment: Exploring associations with relationships and emotions, Seog Hun Jo
- Research studies and active learning promoting professional competences in Finnish teacher education, Hannele Niemi, Anne Nevgi
- Perceptions of ‘inclusion’ and perceived preparedness among school teachers in Sri Lanka, Shyamani Hettiarachchi, Ajay Das
- Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development, Stephen Kemmis, Hannu L.T. Heikkinen, Göran Fransson, Jessica Aspfors, Christine Edwards-Groves
Δεν υπάρχουν σχόλια:
Δημοσίευση σχολίου