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The COVID-19 pandemic and teachers' work: perceptions of teachers from a public university in the state of São Paulo, Brazil

Ciência & saude coletiva, 2023-02, Vol.28 (2), p.537-546

2023

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PERCEPÃÃES DE DOCENTES DE MATEMÃTICA DA ESCOLA DO CAMPO SOBRE O TRABALHO COLABORATIVO: UMA ANÃLISE DE CASO/PERCEPTIONS OF MATHEMATICS TEACHERS AT ESCOLA DO CAMPO ABOUT COLLABORATIVE WORK: A CASE ANALYSIS/PERCEPCIONES DE LOS PROFESORES DE MATEMÃTICAS DE LA ESCOLA DO CAMPO SOBRE EL TRABAJO COLABORATIVO: UN ANÃLISIS DE CASO

Revista Foco, 2024-02, Vol.17 (2), p.1

2024

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Teachers for rural schools – a challenge for South Africa

South African journal of education, 2019-09, Vol.39 (Supplement 1), p.s1-s9

2019

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Observing Complexity in Teachers' Choices: Preparing Preservice Teachers for Work-Integrated Learning

Education as change, 2024, Vol.28 (1), p.1-23

2024

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The COVID-19 pandemic and teachers' work: perceptions of teachers from a public university in the state of São Paulo, Brazil

Ciência & saude coletiva, 2023-02, Vol.28 (2), p.537-546

2023

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Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching

PROFILE issues in teachers' professional development, 2016-01, Vol.18 (1), p.55-70

Akcan, Sumru

2016

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The Socio-Emotional Influence of Past Teachers on Novice English Teachers’ Beliefs

PROFILE issues in teachers' professional development, 2021-07, Vol.23 (2), p.215-230

2021

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The Dynamic Process of Student-Teachers' Construction of Identity as Future Teachers

Cuadernos de Lingüística Hispánica, 2021-12 (38), p.169-188

2021

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Learner-to-teacher bullying as a potential factor influencing teachers’ mental health

South African journal of education, 2018-02, Vol.38 (1), p.1-10

2018

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Filling gaps and expanding spaces – voices of student teachers on their developing teacher identity

South African journal of education, 2018-05, Vol.38 (2), p.1-11

Fraser, William J.

2018

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"We can't believe what we see" : overcrowded classrooms through the eyes of student teachers

South African journal of education, 2016-05, Vol.36 (2), p.1-10

Marais, Petro

2016

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Promoting quality learning experiences in teacher education: What mentor teachers expect from pre-service teachers during teaching practice

The Independent Journal of Teaching and Learning, 2018-06, Vol.13 (1), p.57-68

Moosa, Moeniera

2018

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In search of teacher professionalism: TVET teachers' "dual narrative" of professionalism

Journal of education (Durban), 2022-01 (89), p.122-145

2022

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EFL Teachers' Perceptions of Continuing Professional Development: A Case of Iranian High School Teachers

PROFILE issues in teachers' professional development, 2015-07, Vol.17 (2), p.29-42

2015

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Exploring student teachers' views of science process skills in their initial teacher education programmes

South African journal of education, 2016-08, Vol.36 (3), p.1-12

2016

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Teacher Professional Development: Perspectives from a Research Experience with Teachers

Revista educare, 2023-05, Vol.27 (2), p.1-16

2023

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REFLEXÕES SOBRE PROFISSIONALIZAÇÃO E IDENTIDADE DOCENTE

Holos (Natal, RN), 2019-01, Vol.35 (1), p.1-6

Paula, E F

2019

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Pre-Primary English Teacher Education in Macau: Investigating a Teacher Educator's Beliefs and Practices

Education as change, 2022-01, Vol.26 (1), p.1-33

2022

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Prospective teachers’ cognitive engagement during virtual teaching using GeoGebra and Desmos

Pythagoras (Pretoria, South Africa), 2022-11, Vol.43 (1), p.1-15

Tesfamicael, Solomon A.

2022

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A systems approach to understanding novice teachers' experiences and professional learning

Journal of education (Durban), 2023-01 (90), p.11-31

Bertram, Carol

2023

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Teacher voice: A balancing act?

South African journal of education, 2023-11, Vol.43 (4), p.1-10

2023

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Evaluating Teachers’ Practices Beyond Content and Procedural Knowledge in a Colombian Context

PROFILE issues in teachers' professional development, 2022-07, Vol.24 (2), p.99-115

2022

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Self-Efficacy of English Language Teachers With Low and High Curriculum Literacy in Indonesian Schools

PROFILE issues in teachers' professional development, 2022-07, Vol.24 (2), p.81-97

2022

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Teachers’ experiences of supporting learners with attention-deficit hyperactivity disorder: Lessons for professional development of teachers

South African journal of childhood education, 2020, Vol.10 (1), p.1-10

2020

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Self-perceived competences by future chemistry teachers in Brazil

Anais da Academia Brasileira de Ciências, 2023-01, Vol.95 (suppl 1), p.e20221057-e20221057

2023

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The COVID-19 pandemic and teachers' work: perceptions of teachers from a public university in the state of São Paulo, Brazil

Teachers for rural schools – a challenge for South Africa

Observing Complexity in Teachers' Choices: Preparing Preservice Teachers for Work-Integrated Learning

The COVID-19 pandemic and teachers' work: perceptions of teachers from a public university in the state of São Paulo, Brazil

Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching

The Socio-Emotional Influence of Past Teachers on Novice English Teachers’ Beliefs

The Dynamic Process of Student-Teachers' Construction of Identity as Future Teachers

Learner-to-teacher bullying as a potential factor influencing teachers’ mental health

Filling gaps and expanding spaces – voices of student teachers on their developing teacher identity

"We can't believe what we see" : overcrowded classrooms through the eyes of student teachers

Promoting quality learning experiences in teacher education: What mentor teachers expect from pre-service teachers during teaching practice

In search of teacher professionalism: TVET teachers' "dual narrative" of professionalism

EFL Teachers' Perceptions of Continuing Professional Development: A Case of Iranian High School Teachers

Exploring student teachers' views of science process skills in their initial teacher education programmes

Teacher Professional Development: Perspectives from a Research Experience with Teachers

REFLEXÕES SOBRE PROFISSIONALIZAÇÃO E IDENTIDADE DOCENTE

Pre-Primary English Teacher Education in Macau: Investigating a Teacher Educator's Beliefs and Practices

Prospective teachers’ cognitive engagement during virtual teaching using GeoGebra and Desmos

A systems approach to understanding novice teachers' experiences and professional learning

Teacher voice: A balancing act?

Evaluating Teachers’ Practices Beyond Content and Procedural Knowledge in a Colombian Context

Self-Efficacy of English Language Teachers With Low and High Curriculum Literacy in Indonesian Schools

Teachers’ experiences of supporting learners with attention-deficit hyperactivity disorder: Lessons for professional development of teachers

Self-perceived competences by future chemistry teachers in Brazil

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