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Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review

Educational psychology review, 2022-03, Vol.34 (1), p.259-300

2022

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Predictors of teachers’ use of ICT in school – the relevance of school characteristics, teachers’ attitudes and teacher collaboration

Education and information technologies, 2017-03, Vol.22 (2), p.551-573

2017

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Teacher Wellbeing: The Importance of Teacher—Student Relationships

Educational psychology review, 2011-12, Vol.23 (4), p.457-477

2011

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Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers

Educational studies in mathematics, 2022-06, Vol.110 (2), p.205-232

2022

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Connecting academics’ disciplinary knowledge to their professional development as university teachers: a conceptual analysis of teacher expertise and teacher knowledge

Higher education, 2023-10, Vol.86 (4), p.969-984

2023

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Teachers’ Beliefs about Mathematics, Learning, Teaching, Students, and Teachers: Perspectives from Chinese High School In-Service Mathematics Teachers

International journal of science and mathematics education, 2021-04, Vol.19 (4), p.747-769

2021

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"It's where learning and teaching begins - is this relationship" : insights on the teacher-student relationship at university from the teachers' perspective

Higher education, 2023-04, Vol.85 (4), p.819-835

2023

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Teacher vision: expert and novice teachers' perception of problematic classroom management scenes

Instructional science, 2016-06, Vol.44 (3), p.243-265

2016

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Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement

Current psychology (New Brunswick, N.J.), 2022-08, Vol.41 (8), p.5030-5033

2022

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Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge

Reading & writing, 2023-10

2023

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An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes

Social psychology of education, 2016-06, Vol.19 (2), p.217-240

2016

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Professional competencies of (prospective) mathematics teachers—cognitive versus situated approaches

Educational studies in mathematics, 2017-02, Vol.94 (2), p.161-184

2017

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Student Teachers’ and Teacher Educators’ Professional Vision: Findings from an Eye Tracking Study

Educational psychology review, 2021-03, Vol.33 (1), p.91-107

2021

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Science Teachers’ Professional Development about Science Centers: Enhancing Science Teachers’ Views Concerning Nature of Science

Science & education, 2020-10, Vol.29 (5), p.1255-1290

2020

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Unpacking Chinese EFL Students’ Academic Engagement and Psychological Well-Being: The Roles of Language Teachers’ Affective Scaffolding

Journal of psycholinguistic research, 2023-10, Vol.52 (5), p.1799-1819

2023

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Assessing the Quality of Clinical Teachers: A Systematic Review of Content and Quality of Questionnaires for Assessing Clinical Teachers

Journal of general internal medicine : JGIM, 2010-12, Vol.25 (12), p.1337-1345

2010

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Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept

Educational psychology review, 2021-03, Vol.33 (1), p.109-128

2021

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Situating ICT in early childhood teacher education

Education and information technologies, 2021-05, Vol.26 (3), p.3009-3026

Masoumi, Davoud

2021

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Teacher education as a laboratory for developing teaching approaches—a collaboration between teacher educators, student teachers, and local schools

Educational research for policy and practice, 2024-06, Vol.23 (2), p.201-214

2024

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Should we welcome robot teachers?

Ethics and information technology, 2016-12, Vol.18 (4), p.283-297

Sharkey, Amanda J. C.

2016

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Understanding the determinants of novel technology adoption among teachers: the case of 3D printing

The Journal of technology transfer, 2020-02, Vol.45 (1), p.259-275

2020

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How to Support Primary Teachers' Implementation of Inquiry : Teachers' Reflections on Teaching Cooperative Inquiry-Based Science

Research in science education (Australasian Science Education Research Association), 2015-04, Vol.45 (2), p.171-191

2015

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Teachers’ practices and beliefs about teaching writing: a comprehensive survey of grades 1 to 3 teachers

Reading & writing, 2020-12, Vol.33 (10), p.2511-2548

2020

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Teachers’ efficacy, trust, and students’ features: Internal and external forces affecting teachers’ teachability perceptions

Social psychology of education, 2024-06, Vol.27 (3), p.1387-1412

2024

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Preservice teachers’ experiences of STEM integration: challenges and implications for integrated STEM teacher preparation

International journal of technology and design education, 2019-05, Vol.29 (3), p.493-512

2019

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Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review

Predictors of teachers’ use of ICT in school – the relevance of school characteristics, teachers’ attitudes and teacher collaboration

Teacher Wellbeing: The Importance of Teacher—Student Relationships

Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers

Connecting academics’ disciplinary knowledge to their professional development as university teachers: a conceptual analysis of teacher expertise and teacher knowledge

Teachers’ Beliefs about Mathematics, Learning, Teaching, Students, and Teachers: Perspectives from Chinese High School In-Service Mathematics Teachers

"It's where learning and teaching begins - is this relationship" : insights on the teacher-student relationship at university from the teachers' perspective

Teacher vision: expert and novice teachers' perception of problematic classroom management scenes

Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement

Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge

An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes

Professional competencies of (prospective) mathematics teachers—cognitive versus situated approaches

Student Teachers’ and Teacher Educators’ Professional Vision: Findings from an Eye Tracking Study

Science Teachers’ Professional Development about Science Centers: Enhancing Science Teachers’ Views Concerning Nature of Science

Unpacking Chinese EFL Students’ Academic Engagement and Psychological Well-Being: The Roles of Language Teachers’ Affective Scaffolding

Assessing the Quality of Clinical Teachers: A Systematic Review of Content and Quality of Questionnaires for Assessing Clinical Teachers

Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept

Situating ICT in early childhood teacher education

Teacher education as a laboratory for developing teaching approaches—a collaboration between teacher educators, student teachers, and local schools

Should we welcome robot teachers?

Understanding the determinants of novel technology adoption among teachers: the case of 3D printing

How to Support Primary Teachers' Implementation of Inquiry : Teachers' Reflections on Teaching Cooperative Inquiry-Based Science

Teachers’ practices and beliefs about teaching writing: a comprehensive survey of grades 1 to 3 teachers

Teachers’ efficacy, trust, and students’ features: Internal and external forces affecting teachers’ teachability perceptions

Preservice teachers’ experiences of STEM integration: challenges and implications for integrated STEM teacher preparation

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