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Growth of professional noticing of mathematics teachers : a comparative study of Chinese teachers noticing with different teaching experiences

ZDM, 2021-04, Vol.53 (1), p.29-42

2021

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Professionalisation for inclusive mathematics—teacher education programs and changes in pre-service teachers’ beliefs and self-efficacy

ZDM, 2024-06, Vol.56 (3), p.447-459

2024

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Prospective mathematics teachers’ development of noticing in an online teacher education program

ZDM, 2020-10, Vol.52 (5), p.959-972

2020

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Mathematics teacher learning to notice : a systematic review of studies of video-based programs

ZDM, 2021-04, Vol.53 (1), p.119-134

2021

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Prospective Secondary Teachers’ Emergent Knowledge and Beliefs: Inquiry-Oriented Differential Equations Contributing to Teacher Preparation

ZDM, 2023-08, Vol.55 (4), p.823-835

2023

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Impact of Pre-Service Teacher Education Programme on Mathematics Student Teachers’ Teaching Practices during School Experiences

Education sciences, 2024-07, Vol.14 (7), p.762

Olawale, Babawande Emmanuel

2024

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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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Environmental Literacy in Initial Teacher Training: Pre-Service Teachers’ Perceptions of the Socio-Environmental Impact of Food

Education sciences, 2024-08, Vol.14 (8), p.912

2024

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Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs

Child development, 2007-03, Vol.78 (2), p.558-580

2007

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Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance

The Modern language journal (Boulder, Colo.), 2015-09, Vol.99 (3), p.435-449

2015

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The Role of Opportunities to Learn in Teacher Preparation for EFL Teachers' Pedagogical Content Knowledge

The Modern language journal (Boulder, Colo.), 2017-03, Vol.101 (1), p.109-127

2017

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Tracing the Signature Dynamics of Language Teacher Immunity: A Retrodictive Qualitative Modeling Study

The Modern language journal (Boulder, Colo.), 2017-12, Vol.101 (4), p.669-690

HIVER, PHIL

2017

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Pre-service teachers’ development of digital resource design capacity

ZDM, 2024-08, Vol.56 (4), p.651-665

2024

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Expertise in developing students’ expertise in mathematics: Bridging teachers’ professional knowledge and instructional quality

ZDM, 2020-05, Vol.52 (2), p.179-192

2020

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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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Teacher professional knowledge and classroom management: on the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME)

ZDM, 2016-04, Vol.48 (1-2), p.139-151

2016

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Moving beyond reflection and toward disruption in the post-field context of mathematics teacher education

ZDM, 2024-06, Vol.56 (3), p.473-484

2024

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Changing experiences of being, becoming, and belonging: teachers’ professional identity revisited

ZDM, 2019-06, Vol.51 (3), p.469-480

Skott, Jeppe

2019

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“But this is not mathematics!”—mathematicians and secondary teachers explore the affordances of tertiary mathematics for teaching secondary probability

ZDM, 2023-08, Vol.55 (4), p.883-896

2023

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Assessing the Professionalism of Teacher Educators in Relation to Sustainability: Developing the Teacher Education and Sustainability Scale (TESS)

Education sciences, 2024-09, Vol.14 (9), p.1000

2024

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Bridging the Gap Between Researchers and Teachers: A Curricular Perspective

The Modern language journal (Boulder, Colo.), 2022-09, Vol.106 (3), p.564-582

2022

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"I Learned More Because I Became More Involved": Teacher's and Students' Voice on Gamification in Physical Education Teacher Education

International journal of environmental research and public health, 2023-02, Vol.20 (4), p.3038

2023

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Teacher-Directed to Student-Engaged Pedagogy: Exploring Teacher Change

Education sciences, 2024-08, Vol.14 (8), p.806

Schultz, Robert A.

2024

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Making university mathematics matter for secondary teacher preparation

ZDM, 2023-08, Vol.55 (4), p.719-736

2023

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Analyzing prospective mathematics teachers’ diagnostic processes in a simulated environment

ZDM, 2020-05, Vol.52 (2), p.241-254

2020

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Growth of professional noticing of mathematics teachers : a comparative study of Chinese teachers noticing with different teaching experiences

Professionalisation for inclusive mathematics—teacher education programs and changes in pre-service teachers’ beliefs and self-efficacy

Prospective mathematics teachers’ development of noticing in an online teacher education program

Mathematics teacher learning to notice : a systematic review of studies of video-based programs

Prospective Secondary Teachers’ Emergent Knowledge and Beliefs: Inquiry-Oriented Differential Equations Contributing to Teacher Preparation

Impact of Pre-Service Teacher Education Programme on Mathematics Student Teachers’ Teaching Practices during School Experiences

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

Environmental Literacy in Initial Teacher Training: Pre-Service Teachers’ Perceptions of the Socio-Environmental Impact of Food

Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs

Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance

The Role of Opportunities to Learn in Teacher Preparation for EFL Teachers' Pedagogical Content Knowledge

Tracing the Signature Dynamics of Language Teacher Immunity: A Retrodictive Qualitative Modeling Study

Pre-service teachers’ development of digital resource design capacity

Expertise in developing students’ expertise in mathematics: Bridging teachers’ professional knowledge and instructional quality

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

Teacher professional knowledge and classroom management: on the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME)

Moving beyond reflection and toward disruption in the post-field context of mathematics teacher education

Changing experiences of being, becoming, and belonging: teachers’ professional identity revisited

“But this is not mathematics!”—mathematicians and secondary teachers explore the affordances of tertiary mathematics for teaching secondary probability

Assessing the Professionalism of Teacher Educators in Relation to Sustainability: Developing the Teacher Education and Sustainability Scale (TESS)

Bridging the Gap Between Researchers and Teachers: A Curricular Perspective

"I Learned More Because I Became More Involved": Teacher's and Students' Voice on Gamification in Physical Education Teacher Education

Teacher-Directed to Student-Engaged Pedagogy: Exploring Teacher Change

Making university mathematics matter for secondary teacher preparation

Analyzing prospective mathematics teachers’ diagnostic processes in a simulated environment

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