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Reconsidering research on teachers’ professional identity

Teaching and teacher education, 2004-02, Vol.20 (2), p.107-128

2004

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A dialogical approach to conceptualizing teacher identity

Teaching and teacher education, 2011-02, Vol.27 (2), p.308-319

2011

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Recognizing Algorithmic Concepts in New Contexts: An Analysis of Students’ Reasoning

Informatics in education, 2022, Vol.21 (3), p.541-568

2022

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Adaptive research supervision: exploring expert thesis supervisors' practical knowledge

Higher education research and development, 2015-01, Vol.34 (1), p.117-130

2015

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Supporting presence in teacher education: The connection between the personal and professional aspects of teaching

Teaching and teacher education, 2009-02, Vol.25 (2), p.297-308

2009

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The classroom in turmoil: teachers' perspective on unplanned controversial issues in the classroom

Teachers and teaching, theory and practice, 2021-10, Vol.27 (7), p.656-671

2021

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Why teachers address unplanned controversial issues in the classroom

Theory and research in social education, 2023-04, Vol.51 (2), p.233-263

2023

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A comprehensive exploration of artificial intelligence competence frameworks for educators: A critical review

European journal of education, 2024-09, Vol.59 (3), p.n/a

2024

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Capturing instructional differentiation in educational research: investigating opportunities and challenges

Educational research (Windsor), 2022-04, Vol.64 (2), p.224-241

2022

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Teacher–student negotiations during context‐based chemistry reform: A case study

Journal of research in science teaching, 2019-08, Vol.56 (6), p.797-820

2019

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Teaching algorithms in upper secondary education: a study of teachers' pedagogical content knowledge

Computer science education, 2023-01, Vol.ahead-of-print (ahead-of-print), p.1-33

2023

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A review study about creativity in adolescence: Where is the social context?

Thinking skills and creativity, 2020-12, Vol.38, p.100702, Article 100702

2020

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Omnipresent yet elusive: Teachers' views on contexts for teaching algorithms in secondary education

Computer science education, 2021-01, Vol.31 (1), p.30-59

2021

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Types and frequencies of feedback interventions in classroom interaction in secondary education

Teaching and teacher education, 2012-11, Vol.28 (8), p.1107-1115

2012

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Patterns of success: first-year student success in multiple domains

Studies in higher education (Dorchester-on-Thames), 2019-11, Vol.44 (11), p.2081-2095

2019

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Key experiences in student teachers' development

Teachers and teaching, theory and practice, 2011-02, Vol.17 (1), p.115-129

2011

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A literature review of open-ended concept maps as a research instrument to study knowledge and learning

Quality & quantity, 2022-02, Vol.56 (1), p.73-107

2022

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Teacher learning and collaboration in innovative teams

Cambridge journal of education, 2010-06, Vol.40 (2), p.161-181

2010

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Adapting mentoring to individual differences in novice teacher learning: the mentor's viewpoint

Teachers and teaching, theory and practice, 2016-02, Vol.22 (2), p.198-218

2016

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Fostering meaning-oriented learning and deliberate practice in teacher education

Teaching and teacher education, 2011-10, Vol.27 (7), p.1120-1130

2011

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Sixty seconds about each student–studying qualitative and quantitative differences in teachers’ knowledge and perceptions of their students

Social psychology of education, 2021-02, Vol.24 (1), p.1-35

2021

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Promoting effective teacher-feedback: from theory to practice through a multiple component trajectory for professional development

Teachers and teaching, theory and practice, 2015-11, Vol.21 (8), p.990-1009

2015

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Understanding the up, back, and forward-component in master's thesis supervision with adaptivity

Studies in higher education (Dorchester-on-Thames), 2016-08, Vol.41 (8), p.1463-1479

2016

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Investigating 'Presence in teaching': explicating the transition from qualitative studies to a survey instrument

International journal of research & method in education, 2024-05, Vol.47 (3), p.260-276

2024

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Master's thesis supervision: relations between perceptions of the supervisor-student relationship, final grade, perceived supervisor contribution to learning and student satisfaction

Studies in higher education (Dorchester-on-Thames), 2012-12, Vol.37 (8), p.925-939

2012

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Reconsidering research on teachers’ professional identity

A dialogical approach to conceptualizing teacher identity

Recognizing Algorithmic Concepts in New Contexts: An Analysis of Students’ Reasoning

Adaptive research supervision: exploring expert thesis supervisors' practical knowledge

Supporting presence in teacher education: The connection between the personal and professional aspects of teaching

The classroom in turmoil: teachers' perspective on unplanned controversial issues in the classroom

Why teachers address unplanned controversial issues in the classroom

A comprehensive exploration of artificial intelligence competence frameworks for educators: A critical review

Capturing instructional differentiation in educational research: investigating opportunities and challenges

Teacher–student negotiations during context‐based chemistry reform: A case study

Teaching algorithms in upper secondary education: a study of teachers' pedagogical content knowledge

A review study about creativity in adolescence: Where is the social context?

Omnipresent yet elusive: Teachers' views on contexts for teaching algorithms in secondary education

Types and frequencies of feedback interventions in classroom interaction in secondary education

Patterns of success: first-year student success in multiple domains

Key experiences in student teachers' development

A literature review of open-ended concept maps as a research instrument to study knowledge and learning

Teacher learning and collaboration in innovative teams

Adapting mentoring to individual differences in novice teacher learning: the mentor's viewpoint

Fostering meaning-oriented learning and deliberate practice in teacher education

Sixty seconds about each student–studying qualitative and quantitative differences in teachers’ knowledge and perceptions of their students

Promoting effective teacher-feedback: from theory to practice through a multiple component trajectory for professional development

Understanding the up, back, and forward-component in master's thesis supervision with adaptivity

Investigating 'Presence in teaching': explicating the transition from qualitative studies to a survey instrument

Master's thesis supervision: relations between perceptions of the supervisor-student relationship, final grade, perceived supervisor contribution to learning and student satisfaction

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