Journal of Curriculum Studies
Vol. 56, n°4, 09/2024
Teacher Education Effectiveness
- Teacher education effectiveness as an emerging research paradigm: a synthesis of reviews of empirical studies published over three decades (1993–2023), Johannes König, Sandra Heine, Charlotte Kramer, Jonas Weyers, Michael Becker-Mrotzek, Jörg Großschedl, Charlotte Hanisch, Petra Hanke, Thomas Hennemann, Jörg Jost, Kai Kaspar, Benjamin Rott & Sarah Strauß
- Design and validation of initial diagnostic tests for preservice teachers as a tool for teacher education effectiveness, Sandra Cruz, Daniela Jimenez, Yulan Sun, Gabriele Kaiser & Leonor Varas
- Adapting german instruments and validating their use to measure chilean mathematics teachers’ professional competence, Farzaneh Saadati, Macarena Larrain, Anton Bastian, Patricio Felmer & Gabriele Kaiser
- Exploring the competency-based approach curriculum in secondary education in Mali with the core players’ experiences, Cheick Amadou Tidiane Ouattara, Ying Tang, Shengquan Luo, Ekene Francis Okagbue, Boubacar Samba Diallo, Nwigwe Esther Onyinye, Otto James Alfred Loum & Nabila Chouaib Kante
- How does pre-service teachers’ general pedagogical knowledge develop during university teacher education? Examining the impact of learning opportunities and entry characteristics over five time points using longitudinal models, Jonas Weyers, Rudy Ligtvoet & Johannes König
- Teachers’ ability to regulate their emotions predicts their levels of stress in primary schools in Germany, H. Rauterkus, T. Hennemann, T. Hagen, J. Krull, J. Nitz, K. Eiben, P. R. Kulawiak, L. Verbeck & C. Hanisch
- The importance of teachers’ pedagogical-psychological teaching knowledge for successful teaching and learning, Lena Hollenstein & Christian Brühwiler
- Mentor teachers’ professional vision: A study of the differences with classroom teachers and student teachers, Aron Decuyper, Hanne Tack, Karolien Keppens, Kristof Van Damme, Peter Lambert & Ruben Vanderlinde
- Construct overlap in cross-national assessment: critical thinking in the teacher education curricula of two countries, Natalia Ronderos, Sarah Foster-Heinzer, Doreen Flick-Holtsch, Richard J. Shavelson, Julián P. Mariño, Guillermo Solano-Flores & María Camila Perfetti
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