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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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Teaching Contexts That Influence Elementary Preservice Teachers' Teacher and Science Teacher Identity Development

Journal of science teacher education, 2018-07, Vol.29 (5), p.420-439

2018

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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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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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"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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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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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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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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Nature of Science in Preservice Science Teacher Education-Case Studies of Irish Pre-service Science Teachers

Journal of science teacher education, 2023-02, Vol.34 (2), p.201-223

2023

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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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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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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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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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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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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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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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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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