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Revisiting Louis Fry's spiritual leadership model in confessional school teachers using structural equation modeling

PloS one, 2024-09, Vol.19 (9), p.e0299671

2024

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English language teachers’ implementation of collaborative translanguaging

System (Linköping), 2024-11, Vol.126, p.103488, Article 103488

2024

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How to Measure a Teacher: The Influence of Test and Nontest Value-Added on Long-Run Student Outcomes

The Journal of human resources, 2024-09, p.1023

2024

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Effects of Teachers’ Technology Leadership on Postgraduate Preservice Teachers’ Application of TPACK: Perspective of Path-Goal Theory of Leadership

International journal of human-computer interaction, 2024-09, p.1-12

2024

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The Purposes of Internationalisation – Future Teachers’ Perspectives

Journal of education for teaching : JET, 2025, Vol.51 (1)

2025

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Fostering self-regulated learning-focused feedback: Getting preservice teachers prepared

System (Linköping), 2024-11, Vol.126, Article 103483

2024

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Preparing Pre-Service Teachers for Teaching Practice: Insights from Mentor Teachers in Johannesburg

Africa education review, 2024-03, Vol.20 (1-2), p.55-74

2024

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Teachers’ professional learning: Do instructional leadership and teacher leadership make a difference in Turkiye?

Educational management, administration & leadership, 2024-09

2024

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Developing teacher professional capital: A case study of Master Teacher Studios in Zhejiang province, China

British educational research journal, 2024-09

2024

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Systematizing Teacher Development: A Review of Foreign Language Teacher Learning

Chinese journal of applied linguistics, 2024-09, Vol.47 (3), p.518-523

Zeng, Guang

2024

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Teachers' assessment literacy: A descriptive literature review

Hungarian educational research journal, 2024-09

2024

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Teachers’ Perceptions Toward Pragmatics and Pragmatic Teaching

Arab world English journal, 2024-09, Vol.15 (3), p.31-47

2024

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Primary Outcomes of a Culturally Responsive Nutrition Intervention Program for Montessori Teachers

Journal of the Academy of Nutrition and Dietetics, 2024-10, Vol.124 (10), p.A57-A57

2024

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Factors Influencing Montessori Teachers’ Participation in a Virtual Nutrition Education Program

Journal of the Academy of Nutrition and Dietetics, 2024-10, Vol.124 (10), p.A59-A59

2024

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Distilling Fair Representations From Fair Teachers

IEEE transactions on big data, 2024-09, p.1-14

2024

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INCREASING COMPUTER LITERACY AMONG TEACHERS AND STUDENTS

EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA, 2024, Vol.7/5 (148), p.134-143

Vassunova, Yuliya Yu

2024

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Seeking to support preservice teachers' responsive teaching: Leveraging artificial intelligence‐supported virtual simulation

British journal of educational technology, 2024-09

2024

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Assessing student teachers’ knowledge of English to inform curriculum design in initial teacher education

South African journal of childhood education, 2024-01, Vol.14 (1)

2024

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Exploring Iranian ESP teachers’ emotion labor: a critical perspective

Asian-Pacific journal of second and foreign language education, 2024-12, Vol.9 (1), p.70

2024

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A conversation between task-based researchers, language teachers, and teacher trainers

TASK. Journal on Task-Based Language Teaching and Learning, 2024-09, Vol.4 (1), p.134-148

Gurzynski-Weiss, Laura

2024

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Clarifying idea processes of the mathematics teachers’ activities in using DGS through a TPACK lens

AIP Conference Proceedings, 2024, Vol.3235 (1)

2024

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A multi-level factors model affecting teachers’ behavioral intention in AI-enabled education ecosystem

Educational technology research and development, 2024-09

2024

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Analysis of prospective teachers’ mathematical concept understanding ability in view of learning styles

AIP Conference Proceedings, 2024, Vol.3235 (1)

2024

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In-service EFL Teachers’ Beliefs about the Incorporation of Key Elements of Multilingualism in the Training of L3 English Teachers: Insights from the Moroccan Multilingual Context

British Journal of Teacher Education and Pedagogy, 2024-09, Vol.3 (3), p.54-74

2024

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Teacher-related factors associated with teacher–child interaction quality in preschool education

International journal of child care and education policy (Seoul), 2024-12, Vol.18 (1), p.9

2024

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Revisiting Louis Fry's spiritual leadership model in confessional school teachers using structural equation modeling

English language teachers’ implementation of collaborative translanguaging

How to Measure a Teacher: The Influence of Test and Nontest Value-Added on Long-Run Student Outcomes

Effects of Teachers’ Technology Leadership on Postgraduate Preservice Teachers’ Application of TPACK: Perspective of Path-Goal Theory of Leadership

The Purposes of Internationalisation – Future Teachers’ Perspectives

Fostering self-regulated learning-focused feedback: Getting preservice teachers prepared

Preparing Pre-Service Teachers for Teaching Practice: Insights from Mentor Teachers in Johannesburg

Teachers’ professional learning: Do instructional leadership and teacher leadership make a difference in Turkiye?

Developing teacher professional capital: A case study of Master Teacher Studios in Zhejiang province, China

Systematizing Teacher Development: A Review of Foreign Language Teacher Learning

Teachers' assessment literacy: A descriptive literature review

Teachers’ Perceptions Toward Pragmatics and Pragmatic Teaching

Primary Outcomes of a Culturally Responsive Nutrition Intervention Program for Montessori Teachers

Factors Influencing Montessori Teachers’ Participation in a Virtual Nutrition Education Program

Distilling Fair Representations From Fair Teachers

INCREASING COMPUTER LITERACY AMONG TEACHERS AND STUDENTS

Seeking to support preservice teachers' responsive teaching: Leveraging artificial intelligence‐supported virtual simulation

Assessing student teachers’ knowledge of English to inform curriculum design in initial teacher education

Exploring Iranian ESP teachers’ emotion labor: a critical perspective

A conversation between task-based researchers, language teachers, and teacher trainers

Clarifying idea processes of the mathematics teachers’ activities in using DGS through a TPACK lens

A multi-level factors model affecting teachers’ behavioral intention in AI-enabled education ecosystem

Analysis of prospective teachers’ mathematical concept understanding ability in view of learning styles

In-service EFL Teachers’ Beliefs about the Incorporation of Key Elements of Multilingualism in the Training of L3 English Teachers: Insights from the Moroccan Multilingual Context

Teacher-related factors associated with teacher–child interaction quality in preschool education

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