UB Paderborn / Katalog / Suche / in CDI

1 – 25 von 1.138

Sortiert nach

Newly qualified teachers' professional digital competence: implications for teacher education

European journal of teacher education, 2018-03, Vol.41 (2), p.214-231

2018

Volltextzugriff (PDF)

Teachers’ agency and online education in times of crisis

Computers in human behavior, 2021-08, Vol.121, p.106793-106793, Article 106793

2021

Volltextzugriff (PDF)

Unpacking teachers’ intentions to integrate technology: A meta-analysis

Educational research review, 2019-06, Vol.27 (June 2019), p.90-109

2019

Volltextzugriff (PDF)

Novice and expert teachers’ noticing of classroom management in whole-group and partner work activities: Evidence from teachers' gaze and identification of events

Learning and instruction, 2021-08, Vol.74, p.101464, Article 101464

2021

Volltextzugriff (PDF)

The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education

Computers and education, 2019-01, Vol.128, p.13-35

2019

Volltextzugriff (PDF)

Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development?

Computers and education, 2023-06, Vol.198, p.104756, Article 104756

2023

Volltextzugriff (PDF)

From teacher education to practice: Development of early childhood teachers‘ knowledge and beliefs in mathematics

Teaching and teacher education, 2022-06, Vol.114, p.103699, Article 103699

2022

Volltextzugriff (PDF)

Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity

Educational psychologist, 2017-10, Vol.52 (4), p.242-252

2017

Volltextzugriff (PDF)

The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches

Computers in human behavior, 2018-03, Vol.80, p.67-80

2018

Volltextzugriff (PDF)

Pre-service science teachers’ and in-service physics teachers’ views on the knowledge and skills of a good teacher

Nordina : Nordic studies in science education, 2021-09, Vol.17 (3), p.277-292

2021

Volltextzugriff (PDF)

Grounding Teacher Education in Practice Around the World: An Examination of Teacher Education Coursework in Teacher Education Programs in Finland, Norway, and the United States

Journal of teacher education, 2018-03, Vol.69 (2), p.184-197

2018

Volltextzugriff (PDF)

Opening up the black box: Teacher competence, instructional quality, and students’ learning progress

Learning and instruction, 2022-06, Vol.79, p.101600, Article 101600

2022

Volltextzugriff (PDF)

Norwegian teachers' efforts in preparing students with mild intellectual disability for working life

European journal of special needs education, 2023-11, Vol.38 (6), p.788-802

2023

Volltextzugriff (PDF)

Diversity in Coherence: Strengths and Opportunities of Three Programs

Journal of teacher education, 2019-05, Vol.70 (3), p.192-205

2019

Volltextzugriff (PDF)

Teachers’ beliefs related to language choice in immigrant students’ homes

Teaching and teacher education, 2021-07, Vol.103, p.103347, Article 103347

2021

Volltextzugriff (PDF)

Relationship between pre-service mathematics teachers' knowledge, beliefs and instructional practices in China

ZDM, 2020-05, Vol.52 (2), p.281-294

2020

Volltextzugriff (PDF)

Untangling the Great Online Transition: A network model of teachers’ experiences with online practices

Computers and education, 2023-10, Vol.203, p.104866, Article 104866

2023

Volltextzugriff (PDF)

Teachers' strategies for enhancing shy children's engagement in oral activities: necessary, but insufficient?

International journal of inclusive education, 2022-06, Vol.26 (7), p.643-658

2022

Volltextzugriff (PDF)

All the same or different? Revisiting measures of teachers' technology acceptance

Computers and education, 2020-01, Vol.143, p.103656, Article 103656

2020

Volltextzugriff (PDF)

Students' evaluation of digital information: The role teachers play and factors that influence variability in teacher behaviour

Computers in human behavior, 2018-06, Vol.83, p.56-63

2018

Volltextzugriff (PDF)

The more experienced, the better prepared? New evidence on the relation between teachers’ experience and their readiness for online teaching and learning

Computers in human behavior, 2023-02, Vol.139, p.107530, Article 107530

2023

Volltextzugriff (PDF)

Examining the Relationship Between Teachers' ICT Self-Efficacy for Educational Purposes, Collegial Collaboration, Lack of Facilitation and the Use of ICT in Teaching Practice

Frontiers in psychology, 2018-06, Vol.9, p.935-935

2018

Volltextzugriff (PDF)

Teacher Inquiry into Student Learning: - The TISL Heart Model and Method for use in Teachers’ Professional Development

Nordic journal of digital literacy, 2016-01, Vol.11 (1), p.24-49

2016

Volltextzugriff (PDF)

Dealing with policy expectations of mentoring newly qualified teachers – a Norwegian example

Scandinavian journal of educational research, 2023, p.1-15

2023

Volltextzugriff (PDF)

Profiles of mathematics teachers’ competence and their relation to instructional quality

ZDM, 2020-05, Vol.52 (2), p.329-342

2020

Volltextzugriff (PDF)

1 – 25 von 1.138

Suche als RSS-Feed

Aktive Filter

Zeitschrift / SerieNordisk Kulturpolitisk Tidskrift

KollektionIngenta

SpracheNorwegisch

Nur zeigenGeprüft (Peer-Review)

Suchergebnisse filtern

Filter anzeigen

Nur zeigen

Mit Volltextzugriff
(1.132)

Publikationsform

Artikel
(1.133)
Buchkapitel
(3)
Reviews
(2)

Sprache

Englisch
(823)
Bokmål, Norwegian; Norwegian Bokmål
(128)
Dänisch
(51)
Schwedisch
(14)
Japanisch
(13)
Norwegian Nynorsk; Nynorsk, Norwegian
(9)
Deutsch
(5)
Französisch
(1)
Spanisch
(1)
Portugiesisch
(1)

5 weitere anzeigen...

Weniger anzeigen...

Erscheinungsjahr

n.n

Thema

15 weitere anzeigen...

Weniger anzeigen...

Zeitschrift / Serie

5 weitere anzeigen...

Weniger anzeigen...

Menü

Weitere Dienste

Einstellungen

Newly qualified teachers' professional digital competence: implications for teacher education

Teachers’ agency and online education in times of crisis

Unpacking teachers’ intentions to integrate technology: A meta-analysis

Novice and expert teachers’ noticing of classroom management in whole-group and partner work activities: Evidence from teachers' gaze and identification of events

The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education

Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development?

From teacher education to practice: Development of early childhood teachers‘ knowledge and beliefs in mathematics

Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity

The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches

Pre-service science teachers’ and in-service physics teachers’ views on the knowledge and skills of a good teacher

Grounding Teacher Education in Practice Around the World: An Examination of Teacher Education Coursework in Teacher Education Programs in Finland, Norway, and the United States

Opening up the black box: Teacher competence, instructional quality, and students’ learning progress

Norwegian teachers' efforts in preparing students with mild intellectual disability for working life

Diversity in Coherence: Strengths and Opportunities of Three Programs

Teachers’ beliefs related to language choice in immigrant students’ homes

Relationship between pre-service mathematics teachers' knowledge, beliefs and instructional practices in China

Untangling the Great Online Transition: A network model of teachers’ experiences with online practices

Teachers' strategies for enhancing shy children's engagement in oral activities: necessary, but insufficient?

All the same or different? Revisiting measures of teachers' technology acceptance

Students' evaluation of digital information: The role teachers play and factors that influence variability in teacher behaviour

The more experienced, the better prepared? New evidence on the relation between teachers’ experience and their readiness for online teaching and learning

Examining the Relationship Between Teachers' ICT Self-Efficacy for Educational Purposes, Collegial Collaboration, Lack of Facilitation and the Use of ICT in Teaching Practice

Teacher Inquiry into Student Learning: - The TISL Heart Model and Method for use in Teachers’ Professional Development

Dealing with policy expectations of mentoring newly qualified teachers – a Norwegian example

Profiles of mathematics teachers’ competence and their relation to instructional quality

Aktive Filter

Suchergebnisse filtern