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Teacher competencies as a basis for teacher education – Views of Serbian teachers and teacher educators

Teaching and teacher education, 2010-04, Vol.26 (3), p.694-703

2010

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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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Teacher professional development in Teaching and Teacher Education over ten years

Teaching and teacher education, 2011, Vol.27 (1), p.10-20

Avalos, Beatrice

2011

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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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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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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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What do teachers think and feel when analyzing videos of themselves and other teachers teaching?

Teaching and teacher education, 2013-07, Vol.33, p.13-23

2013

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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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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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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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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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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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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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Fostering lifelong learning – Evaluation of a teacher education program for professional teachers

Teaching and teacher education, 2013-01, Vol.29, p.144-155

2013

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Teacher beliefs and technology integration

Teaching and teacher education, 2013-01, Vol.29, p.76-85

2013

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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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Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran

Teaching and teacher education, 2012-07, Vol.28 (5), p.706-717

Abednia, Arman

2012

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Student teachers’ professional identity

Teaching and teacher education, 2010-11, Vol.26 (8), p.1563-1570

2010

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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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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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Teacher assessment literacy in practice: A reconceptualization

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

2016

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Understanding new teachers’ professional identities through metaphor

Teaching and teacher education, 2011-05, Vol.27 (4), p.762-769

2011

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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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Teacher competencies as a basis for teacher education – Views of Serbian teachers and teacher educators

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

Teacher professional development in Teaching and Teacher Education over ten years

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

A new framework for teachers’ professional development

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

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

What do teachers think and feel when analyzing videos of themselves and other teachers teaching?

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

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

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

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

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

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

Fostering lifelong learning – Evaluation of a teacher education program for professional teachers

Teacher beliefs and technology integration

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

Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran

Student teachers’ professional identity

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

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

Teacher assessment literacy in practice: A reconceptualization

Understanding new teachers’ professional identities through metaphor

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

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