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Teachers

Journal of the American Academy of Child and Adolescent Psychiatry, 2017-06, Vol.56 (6), p.532-532

2017

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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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Teachers: 2021 Upchurch Lecture

Annals of plastic surgery, 2022-06, Vol.88 (5), p.S392-S402

Lineaweaver, William C.

2022

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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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Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers

Perceptual and motor skills, 2023-10, Vol.130 (5), p.2269-2299

2023

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“I Can Help Them Become Better Teachers, But I Can’t Help Them With Educative Teacher Performance Assessment”: Cooperating Teachers’ Knowledge and Experience of the Educative Teacher Performance Assessment in Physical and Health Education

Perceptual and motor skills, 2022-08, Vol.129 (4), p.1283-1301

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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Climate confusion among U.S. teachers

Science (American Association for the Advancement of Science), 2016-02, Vol.351 (6274), p.664-665

2016

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Teachers’ voice behavior—Principal leadership‐driven or teacher self‐driven? Evidence from Taiwan

Psychology in the schools, 2024-05, Vol.61 (5), p.2077-2099

2024

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The influence of teachers' intrinsic motivation on students' intrinsic motivation: The mediating role of teachers' motivating style and teacher‐student relationships

Psychology in the schools, 2024-01, Vol.61 (1), p.272-286

2024

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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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Teacher‐ versus researcher‐provided affirmation effects on students’ task engagement and positive perceptions of teachers

Journal of social issues, 2021-09, Vol.77 (3), p.751-768

2021

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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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Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers

Journal of research in special educational needs, 2020-10, Vol.20 (4), p.321-330

2020

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Do students notice stress in teachers? Associations between classroom teacher burnout and students' perceptions of teacher social–emotional competence

Psychology in the schools, 2020-11, Vol.57 (11), p.1741-1756

2020

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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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Strengthening Teachers’ Professional Identities Through Faculty Development

Academic medicine, 2019-07, Vol.94 (7), p.963-968

2019

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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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Well-Being Profiles of Pre-service Teachers in Hong Kong: Associations with Teachers’ Self-Efficacy During the COVID-19 Pandemic

Psychological reports, 2024-06, Vol.127 (3), p.1009-1031

2024

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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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Teachers

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

Teachers: 2021 Upchurch Lecture

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

Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers

“I Can Help Them Become Better Teachers, But I Can’t Help Them With Educative Teacher Performance Assessment”: Cooperating Teachers’ Knowledge and Experience of the Educative Teacher Performance Assessment in Physical and Health Education

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

Climate confusion among U.S. teachers

Teachers’ voice behavior—Principal leadership‐driven or teacher self‐driven? Evidence from Taiwan

The influence of teachers' intrinsic motivation on students' intrinsic motivation: The mediating role of teachers' motivating style and teacher‐student relationships

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

Teacher‐ versus researcher‐provided affirmation effects on students’ task engagement and positive perceptions of teachers

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

Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers

Do students notice stress in teachers? Associations between classroom teacher burnout and students' perceptions of teacher social–emotional competence

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

Strengthening Teachers’ Professional Identities Through Faculty Development

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

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

Well-Being Profiles of Pre-service Teachers in Hong Kong: Associations with Teachers’ Self-Efficacy During the COVID-19 Pandemic

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

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

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