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Teaching through their eyes: effects on optometry teachers' adaptivity and students' learning when teachers see students' gaze

Advances in health sciences education : theory and practice, 2024-04

2024

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Student teachers as in-service teachers in schools: The moderating effect of social support in the relationship between student teachers’ instructional activities and their work-related stress

Teaching and teacher education, 2024-08, Vol.146, Article 104633

2024

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Relationship between teachers' professional identity and career satisfaction among college teachers: role of career calling

Frontiers in psychology, 2024, Vol.15, p.1348217-1348217

2024

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Mindfulness Teacher Trainees' Experiences

PloS one, 2024-04, Vol.19 (4), p.e0301593

2024

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How are preservice teachers discursively positioned during microteaching?: The views of student teachers in Hong Kong

The Australian journal of teacher education, 2023-12, Vol.48 (6), p.80-97

John Trent

2023

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Organizational climate of kindergartens and teacher professional learning: mediating effect of teachers' collective efficacy and moderating effect of mindfulness in teaching

Frontiers in psychology, 2024, Vol.15, p.1287703-1287703

2024

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Promoting teachers' wellbeing through a serious game intervention: a qualitative exploration of teachers' experiences

Frontiers in psychology, 2024, Vol.15, p.1339242-1339242

2024

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The effect of student-perceived teacher support on math anxiety: chain mediation of teacher-student relationship and math self-efficacy

Frontiers in psychology, 2024, Vol.15, p.1333012-1333012

2024

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Exploring teachers’ inclination towards adopting inquiry-based learning in social studies: Insights from teacher professional identity

Teaching and teacher education, 2024-07, Vol.145, Article 104628

2024

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Are newly qualified preschool teachers ready for today’s mandate? Principals’ views in Sweden

Journal of early childhood teacher education, 2024

2024

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Eye-tracking research on teachers’ professional vision: A scoping review

Teaching and teacher education, 2024-07, Vol.144, Article 104568

2024

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Teachers’ Individual Innovativeness Levels and Lifelong Learning Tendencies

Hayef:journal of education, 2024-01, Vol.21 (1), p.89-97

2024

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Understanding the factors supporting language teachers’ sustained motivation until retirement

The Modern language journal (Boulder, Colo.), 2024-06, Vol.108 (2), p.430-445

Haukås, Åsta

2024

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Preschool teachers’ discussions of attempted play-responsive science teaching

International journal of science education, 2024-05

2024

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Analyzing teacher educators’ perspectives on professional pedagogical responsibility in initial EFL teacher education

Cogent education, 2024-12, Vol.11 (1)

2024

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An Analysis of Questions from Teachers' Online Groups: Turning the Lens Back to Teacher Education

Teachers College record (1970), 2024-02, Vol.126 (2), p.3-25

2024

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Pre-service teachers’ relationship skills and beliefs about social-emotional learning

Teaching and teacher education, 2024-07, Vol.144, Article 104578

2024

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Future teachers’ self-efficacy in teaching practical and algorithmic ICT competencies – Does background matter?

Teaching and teacher education, 2024-07, Vol.144, Article 104574

2024

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Correlates of teachers’ classroom management self-efficacy: A systematic review and meta-analysis

Educational psychology review, 2024-06, Vol.36 (2), p.43

2024

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Validation of the questionnaire to measure Chilean teachers' perception of school violence and coexistence management (VI+GEC)

Frontiers in psychology, 2024, Vol.15, p.1352399-1352399

2024

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Self-Studies of Teacher Education Practice Online: Theorizing the Emotional Work in Times of Crisis

1, 2024

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Developing foreign language teacher enjoyment among Iranian and Turkish EFL teachers: A cross-cultural study

System (Linköping), 2024-07, Vol.123, Article 103308

2024

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Medical teachers' identity learning during major curriculum renewal: A landscapes of practice perspective

Medical teacher, 2024-04, p.1-7

2024

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Do years of teaching experience matter in maker teacher professional development? K-12 teachers' knowledge, attitudes, and design of maker lessons

Journal of digital learning in teacher education, 2024-04, Vol.40 (2), p.115-138

2024

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Are teachers meeting students' needs in untracked science classrooms? Evidence based on a causal inferential approach

PloS one, 2024-04, Vol.19 (4), p.e0300587-e0300587

2024

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