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Teachers' expectations of teacher–student interaction: Complementary and distinctive expectancy patterns

Teaching and teacher education, 2012-10, Vol.28 (7), p.948-956

2012

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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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Perspectives on teaching and regulation of learning: a comparison of secondary and university teachers

Teaching in higher education, 2014-01, Vol.19 (7), p.799-811

2014

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Development of a tool to evaluate lecturers' verbal repertoire in action

Teaching in higher education, 2014-08, Vol.19 (6), p.657-670

2014

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Professional development and reform in science education: The role of teachers' practical knowledge

Journal of research in science teaching, 2001-02, Vol.38 (2), p.137-158

2001

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Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective

Teaching and teacher education, 2000, Vol.16 (7), p.749-764

2000

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Congruence and friction between learning and teaching

Learning and instruction, 1999, Vol.9 (3), p.257-280

1999

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Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistry

Journal of research in science teaching, 2005-10, Vol.42 (8), p.947-964

2005

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The development of preservice chemistry teachers' pedagogical content knowledge

Science education (Salem, Mass.), 2002-07, Vol.86 (4), p.572-590

2002

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Developing science teachers' pedagogical content knowledge

Journal of research in science teaching, 1998-08, Vol.35 (6), p.673-695

1998

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Interactive cognitions of student-teachers: An intervention study

Verloop, N

1989

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Multi-method triangulation in a qualitative study on teachers' practical knowledge: An attempt to increase internal validity

Quality & quantity, 2002-05, Vol.36 (2), p.145-167

2002

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Science teachers' knowledge about teaching models and modelling in the context of a new syllabus on Public Understanding of Science

Research in science education (Australasian Science Education Research Association), 2007-06, Vol.37 (2), p.99-122

2007

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The conceptions of chemistry teachers about teaching and learning in the context of a curriculum innovation

International journal of science education, 2005, Vol.27 (3), p.303-322

2005

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Teachers' knowledge of models and modelling in science

International journal of science education, 1999-11, Vol.21 (11), p.1141-1153

1999

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Vers une autonomie croissante de l'apprenant du français langue étrangère ?

Canadian modern language review, 2000-06, Vol.56 (4), p.617-636

2000

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Using Interviews and Concept Maps to Access Mentor Teachers' Practical Knowledge

Higher education, 2003-09, Vol.46 (2), p.195-214

2003

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Exploring language teachers’ practical knowledge about teaching reading comprehension

Teaching and teacher education, 1999, Vol.15 (1), p.59-84

1999

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How Can Student Teachers Elicit Experienced Teachers’ Practical Knowledge?: Tools, Suggestions, and Significance

Journal of teacher education, 2002-11, Vol.53 (5), p.406-419

2002

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Teachers’ interpretations of the concept-context approach for L1 education

L1-educational studies in language and literature, 2013-01, Vol.13, Open Issue (Volume 13 Open issue)

2013

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Student teachers eliciting mentors’ practical knowledge and comparing it to their own beliefs

Teaching and teacher education, 2001-08, Vol.17 (6), p.725-740

2001

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Student teachers' beliefs about mentoring and learning to teach during teaching practice

British journal of educational psychology, 2001-03, Vol.71 (1), p.57-80

2001

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Requirements for an Assessment Procedure for Beginning Teachers: Implications from Recent Theories on Teaching and Assessment

Teachers College record (1970), 2002-03, Vol.104 (2), p.242-272

2002

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The use of analogies in language teaching: representing the content of teachers' practical knowledge

Journal of curriculum studies, 2002, Vol.34 (1), p.77-90

2002

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Dissonance in students' regulation of learning processes

European journal of psychology of education, 2000-03, Vol.15 (1), p.75-89

2000

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Teachers' expectations of teacher–student interaction: Complementary and distinctive expectancy patterns

Reconsidering research on teachers’ professional identity

Perspectives on teaching and regulation of learning: a comparison of secondary and university teachers

Development of a tool to evaluate lecturers' verbal repertoire in action

Professional development and reform in science education: The role of teachers' practical knowledge

Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective

Congruence and friction between learning and teaching

Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistry

The development of preservice chemistry teachers' pedagogical content knowledge

Developing science teachers' pedagogical content knowledge

Interactive cognitions of student-teachers: An intervention study

Multi-method triangulation in a qualitative study on teachers' practical knowledge: An attempt to increase internal validity

Science teachers' knowledge about teaching models and modelling in the context of a new syllabus on Public Understanding of Science

The conceptions of chemistry teachers about teaching and learning in the context of a curriculum innovation

Teachers' knowledge of models and modelling in science

Vers une autonomie croissante de l'apprenant du français langue étrangère ?

Using Interviews and Concept Maps to Access Mentor Teachers' Practical Knowledge

Exploring language teachers’ practical knowledge about teaching reading comprehension

How Can Student Teachers Elicit Experienced Teachers’ Practical Knowledge?: Tools, Suggestions, and Significance

Teachers’ interpretations of the concept-context approach for L1 education

Student teachers eliciting mentors’ practical knowledge and comparing it to their own beliefs

Student teachers' beliefs about mentoring and learning to teach during teaching practice

Requirements for an Assessment Procedure for Beginning Teachers: Implications from Recent Theories on Teaching and Assessment

The use of analogies in language teaching: representing the content of teachers' practical knowledge

Dissonance in students' regulation of learning processes

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