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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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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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“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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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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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’ 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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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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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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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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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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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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Strengthening Teachers’ Professional Identities Through Faculty Development

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

2019

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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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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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The impact of teachers’ characteristics on their self‐efficacy and job satisfaction: a perspective from teachers engaging students with disabilities

Journal of research in special educational needs, 2019-01, Vol.19 (1), p.68-76

2019

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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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The mediating effects of metacognition and creative thinking on the relationship between teachers' autonomy support and teachers' self‐efficacy

Psychology in the schools, 2023-01, Vol.60 (1), p.162-181

2023

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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

Teachers: 2021 Upchurch Lecture

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

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

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

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

Climate confusion among U.S. teachers

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

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

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

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

Strengthening Teachers’ Professional Identities Through Faculty Development

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

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

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

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

The impact of teachers’ characteristics on their self‐efficacy and job satisfaction: a perspective from teachers engaging students with disabilities

Situating ICT in early childhood teacher education

The mediating effects of metacognition and creative thinking on the relationship between teachers' autonomy support and teachers' self‐efficacy

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