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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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"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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Teachers as brokers: adding a university-society perspective to higher education teacher competence profiles

Higher education, 2020-10, Vol.80 (4), p.701-718

2020

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Hong Kong university teachers’ conceptions and articulation of teacher care: towards building a model of caring pedagogy

Higher education, 2022-03, Vol.83 (3), p.503-526

2022

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Higher education teachers’ professional well-being in the rise of managerialism: insights from China

Higher education, 2024-04, Vol.87 (4), p.1121-1138

Si, Jinghui

2024

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University teachers’ conceptions of internationalisation of the curriculum: a phenomenographic study

Higher education, 2020-07, Vol.80 (1), p.1-20

2020

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Fostering prospective teachers’ explaining skills during university education—Evaluation of a training module

Higher education, 2021-05, Vol.81 (5), p.1097-1113

2021

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How university teachers design assessments: a cross-disciplinary study

Higher education, 2017-07, Vol.74 (1), p.49-64

2017

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What Affects Teacher Ratings of Student Behaviors? The Potential Influence of Teachers’ Perceptions of the School Environment and Experiences

Prevention science, 2014-12, Vol.15 (6), p.940-950

2014

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Pioneer teachers: How far can individual teachers achieve agency within curriculum development?

Journal of educational change, 2023-06, Vol.24 (2), p.243-264

2023

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Predicting teachers’ research reading: A machine learning approach

International review of education, 2024-06, Vol.70 (3), p.477-496

2024

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Understanding Chinese female university teachers' intention to pursue a PhD degree : some insights from a Chinese university

Higher education, 2021-06, Vol.81 (6), p.1347-1366

2021

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Identifying Teacher Beliefs and Experiences Associated with Curriculum Implementation Fidelity in Early Childhood Education

Prevention science, 2023-01, Vol.24 (1), p.27-38

2023

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Teachers’ agency, efficacy, engagement, and emotional resilience during policy innovation implementation

Journal of educational change, 2018-05, Vol.19 (2), p.181-204

2018

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Disrupting the status quo: How teachers grapple with reforms that compete with long-standing educational views

Journal of educational change, 2019-11, Vol.20 (4), p.469-494

2019

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Instructors' teaching styles: relation with competences, self-efficacy, and commitment in pre-service teachers

Higher education, 2018-04, Vol.75 (4), p.625-642

2018

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The role of teachers in educational reform: A 20-year perspective

Journal of educational change, 2020-08, Vol.21 (3), p.431-441

Datnow, Amanda

2020

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Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan

Journal of educational change, 2023-11, Vol.24 (4), p.727-757

2023

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Towards an understanding of dynamics among teachers, teacher leaders, and administrators in a teacher-led school reform

Journal of educational change, 2018-11, Vol.19 (4), p.539-565

2018

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Testing an Organizational Implementation Process Model Related to Teachers’ Implementation-Related Attitudes and Behaviors: a Multilevel Mediation Analysis

Prevention science, 2024-10, Vol.25 (7), p.1053-1064

2024

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Rethinking student-teacher relationships in higher education: a multidimensional approach

Higher education, 2021-11, Vol.82 (5), p.993-1011

Tormey, Roland

2021

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The Effectiveness of Two Implementation Strategies for Improving Teachers’ Delivery of an Evidenced-based HIV Prevention Program

Prevention science, 2022-08, Vol.23 (6), p.889-899

2022

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English teachers’ identity-agency and curriculum reform policies in the People’s Republic of China (PRC)

Educational research for policy and practice, 2023-10, Vol.22 (3), p.427-441

2023

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Bilingual teacher educators as language policy agents: A critical language policy perspective of the Castañeda v. Pickard case and the bilingual teacher shortage

Language policy, 2022-09, Vol.21 (3), p.381-403

2022

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Correction to: Higher education teachers’ professional well-being in the rise of managerialism: insights from China

Higher education, 2024-04, Vol.87 (4), p.1139-1139

Si, Jinghui

2024

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

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

Teachers as brokers: adding a university-society perspective to higher education teacher competence profiles

Hong Kong university teachers’ conceptions and articulation of teacher care: towards building a model of caring pedagogy

Higher education teachers’ professional well-being in the rise of managerialism: insights from China

University teachers’ conceptions of internationalisation of the curriculum: a phenomenographic study

Fostering prospective teachers’ explaining skills during university education—Evaluation of a training module

How university teachers design assessments: a cross-disciplinary study

What Affects Teacher Ratings of Student Behaviors? The Potential Influence of Teachers’ Perceptions of the School Environment and Experiences

Pioneer teachers: How far can individual teachers achieve agency within curriculum development?

Predicting teachers’ research reading: A machine learning approach

Understanding Chinese female university teachers' intention to pursue a PhD degree : some insights from a Chinese university

Identifying Teacher Beliefs and Experiences Associated with Curriculum Implementation Fidelity in Early Childhood Education

Teachers’ agency, efficacy, engagement, and emotional resilience during policy innovation implementation

Disrupting the status quo: How teachers grapple with reforms that compete with long-standing educational views

Instructors' teaching styles: relation with competences, self-efficacy, and commitment in pre-service teachers

The role of teachers in educational reform: A 20-year perspective

Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan

Towards an understanding of dynamics among teachers, teacher leaders, and administrators in a teacher-led school reform

Testing an Organizational Implementation Process Model Related to Teachers’ Implementation-Related Attitudes and Behaviors: a Multilevel Mediation Analysis

Rethinking student-teacher relationships in higher education: a multidimensional approach

The Effectiveness of Two Implementation Strategies for Improving Teachers’ Delivery of an Evidenced-based HIV Prevention Program

English teachers’ identity-agency and curriculum reform policies in the People’s Republic of China (PRC)

Bilingual teacher educators as language policy agents: A critical language policy perspective of the Castañeda v. Pickard case and the bilingual teacher shortage

Correction to: Higher education teachers’ professional well-being in the rise of managerialism: insights from China

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