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CADA: a teacher-facing learning analytics dashboard to foster teachers’ awareness of students’ participation and discourse patterns in online discussions

Technology, knowledge and learning, 2023-09, Vol.28 (3), p.937-958

2023

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Relationship between pre-service mathematics teachers' knowledge, beliefs and instructional practices in China

ZDM, 2020-05, Vol.52 (2), p.281-294

2020

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The Quest for Comparability: Studying the Invariance of the Teachers' Sense of Self-Efficacy (TSES) Measure across Countries

PloS one, 2016-03, Vol.11 (3), p.e0150829-e0150829

2016

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A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice

Journal of teacher education, 2023-01, Vol.74 (1), p.55-68

2023

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Profiles of mathematics teachers’ competence and their relation to instructional quality

ZDM, 2020-05, Vol.52 (2), p.329-342

2020

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Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality

Educational assessment, evaluation and accountability, 2023-11, Vol.35 (4), p.525-555

2023

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Profiles of teachers' general pedagogical knowledge : nature, causes and effects on beliefs and instructional quality

ZDM, 2020-05, Vol.52 (2), p.343-357

2020

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Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries

European journal of psychology of education, 2024, Vol.39 (2), p.1587-1613

2024

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The Role of Intelligence and Self-Concept for Teachers' Competence

Journal of intelligence, 2022-03, Vol.10 (2), p.20

2022

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Nordic preschool student teachers' views on early writing in preschool

International journal of early years education, 2022, Vol.30 (4), p.714-729

2022

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Strengthening mathematical orientation: how university mathematics courses can gain relevance for pre-service teachers

ZDM, 2023-08, Vol.55 (4), p.851-865

2023

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Mentors of preservice teachers: The relationships between mentoring approach, self-efficacy and effort

International journal of mentoring and coaching in education, 2018-09, Vol.7 (3), p.261-279

2018

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Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts: teacher perspectives from Oaxaca, Mexico

International journal of bilingual education and bilingualism, 2021-03, Vol.24 (3), p.340-356

2021

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Before, During, and After Examination: Development of Prospective Preschool Teachers' Mathematics-Related Enjoyment and Self-Efficacy

Scandinavian journal of educational research, 2019-06, Vol.63 (4), p.506-519

2019

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The teacher as examiner of L2 oral tests: A challenge to standardization

Language testing, 2018-04, Vol.35 (2), p.217-238

2018

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Perception of student errors under time limitation : are teachers faster than mathematicians or students?

ZDM, 2018-08, Vol.50 (4), p.631-642

2018

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What teachers do: facilitating the writing process with feedback from EssayCritic and collaborating peers

Technology, pedagogy and education, 2018-05, Vol.27 (3), p.297-311

Engeness, Irina

2018

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Combining and integrating formative and summative assessment in mathematics teacher education

ZDM, 2018-08, Vol.50 (4), p.715-728

2018

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Professional competences of teachers for fostering creativity and supporting high-achieving students

ZDM, 2017-03, Vol.49 (1), p.107-120

2017

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A Gap Between Children's Rights and Curricular Content in Health, Social Care, and Teacher Education Programs: An Exploratory Cross-Sectional Study

Journal of multidisciplinary healthcare, 2021-01, Vol.14, p.3463-3483

2021

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Two 3D virtual worlds as domain-oriented design environments: closing the educational gap with the action-breakdown-repair model

The international journal of information and learning technology, 2020-11, Vol.37 (5), p.295-307

Mørch, Anders I

2020

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The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom

Educational studies in mathematics, 2021-05, Vol.107 (1), p.189-212

2021

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Integrating assessment for learning in the teacher education programme at the University of Oslo

Assessment in education : principles, policy & practice, 2017-04, Vol.24 (2), p.164-184

2017

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Incompatible enactments of learning outcomes? Leader, teacher and student experiences of an ambiguous policy object

Teaching in higher education, 2019-02, Vol.24 (2), p.141-156

Sweetman, Rachel

2019

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Children as Next of Kin in Higher Education: An Exploratory Cross-Sectional Study Among Health, Social Care, and Teacher Education Programs

Journal of multidisciplinary healthcare, 2021-01, Vol.14, p.3295-3308

2021

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CADA: a teacher-facing learning analytics dashboard to foster teachers’ awareness of students’ participation and discourse patterns in online discussions

Relationship between pre-service mathematics teachers' knowledge, beliefs and instructional practices in China

The Quest for Comparability: Studying the Invariance of the Teachers' Sense of Self-Efficacy (TSES) Measure across Countries

A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice

Profiles of mathematics teachers’ competence and their relation to instructional quality

Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality

Profiles of teachers' general pedagogical knowledge : nature, causes and effects on beliefs and instructional quality

Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries

The Role of Intelligence and Self-Concept for Teachers' Competence

Nordic preschool student teachers' views on early writing in preschool

Strengthening mathematical orientation: how university mathematics courses can gain relevance for pre-service teachers

Mentors of preservice teachers: The relationships between mentoring approach, self-efficacy and effort

Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts: teacher perspectives from Oaxaca, Mexico

Before, During, and After Examination: Development of Prospective Preschool Teachers' Mathematics-Related Enjoyment and Self-Efficacy

The teacher as examiner of L2 oral tests: A challenge to standardization

Perception of student errors under time limitation : are teachers faster than mathematicians or students?

What teachers do: facilitating the writing process with feedback from EssayCritic and collaborating peers

Combining and integrating formative and summative assessment in mathematics teacher education

Professional competences of teachers for fostering creativity and supporting high-achieving students

A Gap Between Children's Rights and Curricular Content in Health, Social Care, and Teacher Education Programs: An Exploratory Cross-Sectional Study

Two 3D virtual worlds as domain-oriented design environments: closing the educational gap with the action-breakdown-repair model

The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom

Integrating assessment for learning in the teacher education programme at the University of Oslo

Incompatible enactments of learning outcomes? Leader, teacher and student experiences of an ambiguous policy object

Children as Next of Kin in Higher Education: An Exploratory Cross-Sectional Study Among Health, Social Care, and Teacher Education Programs

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