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Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review

Teaching and teacher education, 2021-02, Vol.98, p.103236, Article 103236

2021

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A new framework for teachers’ professional development

Teaching and teacher education, 2021-05, Vol.101, p.103305, Article 103305

2021

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Virtual special issue on teachers and emotions in Teaching and teacher education (TATE) in 1985–2014

Teaching and teacher education, 2015-08, Vol.50, p.124-135

2015

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How does the learning environment in teacher education cultivate first year student teachers' sense of professional agency in the professional community?

Teaching and teacher education, 2017-04, Vol.63, p.126-136

2017

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Educating digitally competent teachers: A study of integration of professional digital competence in teacher education

Teaching and teacher education, 2017-10, Vol.67, p.37-45

2017

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Teaching teachers to incorporate metacognition into their instruction: The example of the “history sourcing” course in one teachers’ college

Teaching and teacher education, 2024-05, Vol.142, p.104533, Article 104533

Weinberger, Yehudith

2024

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Becoming a physical education teacher: Preservice teachers’ meaning-making process in the transition between a subject didactics course and the practicum

Teaching and teacher education, 2023-12, Vol.136, p.104363, Article 104363

Westerlund, Runa

2023

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How does teachers' noticing of students' fixed mindsets relate to teachers’ knowledge, beliefs, and experience? An exploratory study

Teaching and teacher education, 2023-08, Vol.130, p.104170, Article 104170

2023

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Teachers' professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers

Teaching and teacher education, 2017-08, Vol.66, p.158-170

2017

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Situational fluctuations in student teachers’ self-efficacy and its relation to perceived teaching experiences and cooperating teachers’ discourse elements during the teaching practicum

Teaching and teacher education, 2021-03, Vol.99, p.103252, Article 103252

2021

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Teacher educators’ views on educating pre-service teachers for participatory action research in secondary schools

Teaching and teacher education, 2024-04, Vol.141, p.104460, Article 104460

2024

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Noticing structural inequities in classroom discussions: The relationship between teacher educator pedagogies and teachers’ noticing

Teaching and teacher education, 2023-09, Vol.131, p.104202, Article 104202

Gotwalt, Elizabeth Schiavone

2023

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A closer look at the role of mentor teachers in shaping preservice teachers' professional identity

Teaching and teacher education, 2015-11, Vol.52, p.1-10

Izadinia, Mahsa

2015

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Towards critical multicultural teacher education in the midst of ethno-nationalism: Korean pre-service teachers’ international learning experiences

Teaching and teacher education, 2020-11, Vol.96, p.103155, Article 103155

2020

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Teacher assessment literacy in practice: A reconceptualization

Teaching and teacher education, 2016-08, Vol.58, p.149-162

2016

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From teacher education to practice: Development of early childhood teachers‘ knowledge and beliefs in mathematics

Teaching and teacher education, 2022-06, Vol.114, p.103699, Article 103699

2022

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What can we learn from studying the coaching interactions between cooperating teachers and preservice teachers? A literature review

Teaching and teacher education, 2015-11, Vol.52, p.99-112

2015

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Research based teacher education

Teaching and teacher education, 2015-02, Vol.46, p.17-24

2015

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Beginner teachers and classroom communities: a thematic analysis of UK beginner teachers' experiences in initial teacher education and beyond

Teaching and teacher education, 2022-11, Vol.119, p.103871, Article 103871

2022

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Reimagining teacher education for immigrant students in the context of global migration: Teacher educators’ perspectives

Teaching and teacher education, 2024-06, Vol.143, p.104550, Article 104550

2024

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Teachers' assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model

Teaching and teacher education, 2018-11, Vol.76, p.181-193

2018

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Factors that foster and deter advanced teachers’ professional development

Teaching and teacher education, 2019-01, Vol.77, p.321-331

Sprott, Ryan A.

2019

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Policy actors or objects of policy? Teacher candidates' interpretations of ‘teacher quality’ policy initiatives in Australia

Teaching and teacher education, 2021-10, Vol.106, p.103440, Article 103440

Barnes, Melissa

2021

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Teachers’ technology use for teaching: Comparing two explanatory mechanisms

Teaching and teacher education, 2021-08, Vol.104, p.103390, Article 103390

2021

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The impact of student perception surveys on teachers’ practice: Teacher resistance and struggle in student voice-based assessment initiatives of effective teaching

Teaching and teacher education, 2021-10, Vol.106, p.103436, Article 103436

2021

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Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review

A new framework for teachers’ professional development

Virtual special issue on teachers and emotions in Teaching and teacher education (TATE) in 1985–2014

How does the learning environment in teacher education cultivate first year student teachers' sense of professional agency in the professional community?

Educating digitally competent teachers: A study of integration of professional digital competence in teacher education

Teaching teachers to incorporate metacognition into their instruction: The example of the “history sourcing” course in one teachers’ college

Becoming a physical education teacher: Preservice teachers’ meaning-making process in the transition between a subject didactics course and the practicum

How does teachers' noticing of students' fixed mindsets relate to teachers’ knowledge, beliefs, and experience? An exploratory study

Teachers' professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers

Situational fluctuations in student teachers’ self-efficacy and its relation to perceived teaching experiences and cooperating teachers’ discourse elements during the teaching practicum

Teacher educators’ views on educating pre-service teachers for participatory action research in secondary schools

Noticing structural inequities in classroom discussions: The relationship between teacher educator pedagogies and teachers’ noticing

A closer look at the role of mentor teachers in shaping preservice teachers' professional identity

Towards critical multicultural teacher education in the midst of ethno-nationalism: Korean pre-service teachers’ international learning experiences

Teacher assessment literacy in practice: A reconceptualization

From teacher education to practice: Development of early childhood teachers‘ knowledge and beliefs in mathematics

What can we learn from studying the coaching interactions between cooperating teachers and preservice teachers? A literature review

Research based teacher education

Beginner teachers and classroom communities: a thematic analysis of UK beginner teachers' experiences in initial teacher education and beyond

Reimagining teacher education for immigrant students in the context of global migration: Teacher educators’ perspectives

Teachers' assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model

Factors that foster and deter advanced teachers’ professional development

Policy actors or objects of policy? Teacher candidates' interpretations of ‘teacher quality’ policy initiatives in Australia

Teachers’ technology use for teaching: Comparing two explanatory mechanisms

The impact of student perception surveys on teachers’ practice: Teacher resistance and struggle in student voice-based assessment initiatives of effective teaching

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