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From teachers’ implicit theories of intelligence to job stress: The mediating role of teachers’ causal attribution of students’ academic achievement

Journal of applied social psychology, 2021-05, Vol.51 (5), p.522-533

2021

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“Now as a teacher”: Novice Teachers Reflect on English Language Teacher Education in Iran

Qualitative report, 2019-06, Vol.24 (6), p.1373-1398

2019

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“Being colorblind is one of the worst things”: White teachers’ attitudes and ethnic‐racial socialization in a rural elementary school

Journal of social issues, 2021-12, Vol.77 (4), p.1126-1148

2021

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Why Teacher Education? Documenting Undocumented Female Student Teachers’ Motives in Indonesia: A Case Study

Qualitative report, 2017-01, Vol.22 (1), p.309

2017

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It Is Tough to Come Back. Who Am I Now as a Language Teacher?: The Re-Positioning of Three Vietnamese Teachers of English Language Returning from Overseas Programs

Journal of ethnic and cultural studies, 2024-01, Vol.11 (1), p.13-38

2024

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Counternarratives as DisCrit Praxis: Disrupting Classroom Master Narratives Through Imagined Composite Stories

Teachers College record (1970), 2022-07, Vol.124 (7), p.150-173

2022

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Understanding EFL Teachers’ Beliefs and Practices in EFL Classrooms: A Phenomenological Approach to the Impact of Teacher Education Program in Bangladesh

Qualitative report, 2020-10, Vol.25 (10), p.3683-3718

2020

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Critical possibilities for teacher education

Research in Education, 2022-05, Vol.112 (1), p.80-94

Kitts, Hope

2022

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Exploring Grade R teachers’ perceptions of their professional identity: Who am I?

International Journal of Research in Business and Social Science, 2023-02, Vol.12 (1), p.275-281

2023

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How Two English Language Arts Teachers’ Beliefs and Practices Impact Their Students’ Academic and Emotional Success

Qualitative report, 2023-04, Vol.28 (4), p.1109-1124

Succar, Christiana C.

2023

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White Supremacy and Teacher Education: Balancing Pedagogical Tensions When Teaching about Race

Teachers College record (1970), 2021-01, Vol.123 (1), p.1-44

Enumah, Lisette

2021

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Voices from Within: Student Teachers’ Experiences in English Academic Writing Socialization at One Indonesian Teacher Training Program

Qualitative report, 2015-09, Vol.20 (9), p.1394

2015

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International Teaching Internship: Development of Pre-Service Teachers’ Competences

Qualitative report, 2022-12, Vol.27 (12), p.2761-2779

2022

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'Teachers Matter': The Impact of Mandatory Reporting on Teacher Education in Ireland

Child abuse review (Chichester, England : 1992), 2016-07, Vol.25 (4), p.314-324

2016

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Teachers’ perception of sex education in primary schools

Rajagiri Journal Of Social Development, 2023, Vol.15 (1), p.3-8

Mukambika, GS

2023

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A Transcendental Phenomenology into How Teacher Educators Address Social and Psychological Elements of Teachers' Professional Identity

Qualitative report, 2022-08, Vol.27 (8), p.1509-1528

2022

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Teachers’ Beliefs and Practices Regarding Assessment in English as a Foreign Language Classrooms in Vietnam

Qualitative report, 2021-11, Vol.26 (11), p.Cov8-3475

2021

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Exploring Teacher Factors that Influence Teacher-Child Relationships in Head Start: : A Grounded Theory

Qualitative report, 2018-01, Vol.23 (1), p.80-97

2018

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Role Play: Actualizing the IEP Meeting for Pre-Service Teachers

Qualitative report, 2023-01, Vol.28 (1), p.92-109

Toledo, Courtney

2023

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Emotional Geographies of Exclusion: Whiteness and Ability in Teacher Education Research

Teachers College record (1970), 2022-07, Vol.124 (7), p.105-130

2022

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Exploring the dilemmas and their influence on teacher identity development during practicum: Implications for initial teacher education

International social science journal, 2024-03, Vol.74 (251), p.53-68

Nawab, Ali

English edition, 2024

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“We Still Miss Some of Them”: A DisCrit Analysis of the Role of Two 4-Year Hispanic Serving Institutions in Racially Diversifying the K–12 Teaching Force

Teachers College record (1970), 2022-07, Vol.124 (7), p.82-104

Schwitzman-Gerst, Tara

2022

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Giving a Listening Ear: Male Student Teachers’ Experiences and Perspectives of Practicum Supervision

Qualitative report, 2021-06, Vol.26 (6), p.1705-1723

Clark, Keriffe

2021

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What We Mean When We Talk about Teaching: The Limits of Professional Language and Possibilities for Professionalizing Discourse in Teachers' Conversations

Teachers College record (1970), 2019-06, Vol.121 (6), p.1-32

2019

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Secondary School EL Teachers’ Classroom Language Proficiency: A Case Study in Bangladesh

Qualitative report, 2022-03, Vol.27 (3), p.COV5-715

2022

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From teachers’ implicit theories of intelligence to job stress: The mediating role of teachers’ causal attribution of students’ academic achievement

“Now as a teacher”: Novice Teachers Reflect on English Language Teacher Education in Iran

“Being colorblind is one of the worst things”: White teachers’ attitudes and ethnic‐racial socialization in a rural elementary school

Why Teacher Education? Documenting Undocumented Female Student Teachers’ Motives in Indonesia: A Case Study

It Is Tough to Come Back. Who Am I Now as a Language Teacher?: The Re-Positioning of Three Vietnamese Teachers of English Language Returning from Overseas Programs

Counternarratives as DisCrit Praxis: Disrupting Classroom Master Narratives Through Imagined Composite Stories

Understanding EFL Teachers’ Beliefs and Practices in EFL Classrooms: A Phenomenological Approach to the Impact of Teacher Education Program in Bangladesh

Critical possibilities for teacher education

Exploring Grade R teachers’ perceptions of their professional identity: Who am I?

How Two English Language Arts Teachers’ Beliefs and Practices Impact Their Students’ Academic and Emotional Success

White Supremacy and Teacher Education: Balancing Pedagogical Tensions When Teaching about Race

Voices from Within: Student Teachers’ Experiences in English Academic Writing Socialization at One Indonesian Teacher Training Program

International Teaching Internship: Development of Pre-Service Teachers’ Competences

'Teachers Matter': The Impact of Mandatory Reporting on Teacher Education in Ireland

Teachers’ perception of sex education in primary schools

A Transcendental Phenomenology into How Teacher Educators Address Social and Psychological Elements of Teachers' Professional Identity

Teachers’ Beliefs and Practices Regarding Assessment in English as a Foreign Language Classrooms in Vietnam

Exploring Teacher Factors that Influence Teacher-Child Relationships in Head Start: : A Grounded Theory

Role Play: Actualizing the IEP Meeting for Pre-Service Teachers

Emotional Geographies of Exclusion: Whiteness and Ability in Teacher Education Research

Exploring the dilemmas and their influence on teacher identity development during practicum: Implications for initial teacher education

“We Still Miss Some of Them”: A DisCrit Analysis of the Role of Two 4-Year Hispanic Serving Institutions in Racially Diversifying the K–12 Teaching Force

Giving a Listening Ear: Male Student Teachers’ Experiences and Perspectives of Practicum Supervision

What We Mean When We Talk about Teaching: The Limits of Professional Language and Possibilities for Professionalizing Discourse in Teachers' Conversations

Secondary School EL Teachers’ Classroom Language Proficiency: A Case Study in Bangladesh

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