| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Anatomy of a teacher–student feedback encounter
|
Skovholt, Karianne
|
|
2018
|
69 |
C |
p. 142-153
12 p.
|
artikel
|
| 2 |
Assessing the contribution of principal instructional leadership and collective teacher efficacy to teacher commitment in Oman
|
Al-Mahdy, Yasser F. Hendawy
|
|
2018
|
69 |
C |
p. 191-201
11 p.
|
artikel
|
| 3 |
Autonomy in teaching practice: Insights from Vietnamese English language teachers trained in Inner-Circle countries
|
Nguyen, Xuan Nhat Chi Mai
|
|
2018
|
69 |
C |
p. 21-32
12 p.
|
artikel
|
| 4 |
Diffusion in a vacuum: edTPA, legitimacy, and the rhetoric of teacher professionalization
|
Hutt, Ethan L.
|
|
2018
|
69 |
C |
p. 52-61
10 p.
|
artikel
|
| 5 |
Editorial board/Publication information
|
|
|
2018
|
69 |
C |
p. IFC-
1 p.
|
artikel
|
| 6 |
Exploring teacher views of multi-level language classes in New Zealand secondary schools
|
Ashton, Karen
|
|
2018
|
69 |
C |
p. 104-118
15 p.
|
artikel
|
| 7 |
Facilitating academic text-based discussions in initial teacher education: Evaluating specialized knowledge
|
Meneses, Alejandra
|
|
2018
|
69 |
C |
p. 119-130
12 p.
|
artikel
|
| 8 |
General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education
|
Depaepe, Fien
|
|
2018
|
69 |
C |
p. 177-190
14 p.
|
artikel
|
| 9 |
How to envision equitable mathematics instruction: Views of U.S. and Korean preservice teachers
|
Lee, Ji-Eun
|
|
2018
|
69 |
C |
p. 275-288
14 p.
|
artikel
|
| 10 |
How to mobilize social support against workload and burnout: The role of organizational identification
|
Avanzi, Lorenzo
|
|
2018
|
69 |
C |
p. 154-167
14 p.
|
artikel
|
| 11 |
Learning to know, be, do, and live together with in the cross-cultural experiences of immigrant teacher educators
|
Smith, Patriann
|
|
2018
|
69 |
C |
p. 263-274
12 p.
|
artikel
|
| 12 |
Literature in decline? Differences in pre-service and in-service primary school teachers' reading experiences
|
Skaar, Håvard
|
|
2018
|
69 |
C |
p. 312-323
12 p.
|
artikel
|
| 13 |
Living the stories we tell: The sociopolitical context of enacting teaching stories
|
Bien, Andrea
|
|
2018
|
69 |
C |
p. 85-94
10 p.
|
artikel
|
| 14 |
Metaphors of knowing, doing and being: Capturing experience in teaching and teacher education
|
Craig, Cheryl J.
|
|
2018
|
69 |
C |
p. 300-311
12 p.
|
artikel
|
| 15 |
Mobility, place and affect in transnational teacher education graduates’ accounts of their first year teaching
|
Anderson, Vivienne
|
|
2018
|
69 |
C |
p. 11-20
10 p.
|
artikel
|
| 16 |
New working conditions and well-being of elementary teachers in Ecuador
|
Alvarado, Luis E.
|
|
2018
|
69 |
C |
p. 234-242
9 p.
|
artikel
|
| 17 |
Personal blogs or communal blogs? Pre-service teachers' perceptions regarding the contribution of these two platforms to their professional development
|
Biberman-Shalev, Liat
|
|
2018
|
69 |
C |
p. 253-262
10 p.
|
artikel
|
| 18 |
Potential for transformation? Two teacher training programs examined through a critical pedagogy framework
|
Spear, Anne M.
|
|
2018
|
69 |
C |
p. 202-209
8 p.
|
artikel
|
| 19 |
Practices that cross disciplines?: Revisiting explicit instruction in elementary mathematics and English language arts
|
Cohen, Julie
|
|
2018
|
69 |
C |
p. 324-335
12 p.
|
artikel
|
| 20 |
(Re)conceptualizing preservice teacher supervision through duoethnography: Reflecting, supporting, and collaborating with and for each other
|
Higgins, Mary
|
|
2018
|
69 |
C |
p. 75-84
10 p.
|
artikel
|
| 21 |
Strategies for inclusion: Learning from students' perspectives on acceleration in inclusive education
|
Dare, Lynn
|
|
2018
|
69 |
C |
p. 243-252
10 p.
|
artikel
|
| 22 |
Structuring teacher candidate learning about differentiated instruction through coursework
|
Dack, Hilary
|
|
2018
|
69 |
C |
p. 62-74
13 p.
|
artikel
|
| 23 |
Teacher accounts of parent involvement in children's education in China
|
Guo, Karen
|
|
2018
|
69 |
C |
p. 95-103
9 p.
|
artikel
|
| 24 |
Teacher educators in a changing Spain: Examining beliefs about diversity in teacher preparation
|
Wassell, Beth A.
|
|
2018
|
69 |
C |
p. 223-233
11 p.
|
artikel
|
| 25 |
Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms
|
Lazarides, Rebecca
|
|
2018
|
69 |
C |
p. 1-10
10 p.
|
artikel
|
| 26 |
Teachers as health promoters: Factors that influence early career teachers to engage with health and wellbeing education
|
Byrne, Jenny
|
|
2018
|
69 |
C |
p. 289-299
11 p.
|
artikel
|
| 27 |
The experienced newcomer - The (trans)forming of professional teacher identity in a new landscape of practices
|
Colliander, Helena
|
|
2018
|
69 |
C |
p. 168-176
9 p.
|
artikel
|
| 28 |
“To tell you the truth, I did not choose early childhood education”: Narratives of becoming a pre-primary teacher in Tanzania
|
Wilinski, Bethany
|
|
2018
|
69 |
C |
p. 33-42
10 p.
|
artikel
|
| 29 |
“Trying on teaching for fit” – Development of professional identity among professionals with multiple career opportunities
|
Nesje, Katrine
|
|
2018
|
69 |
C |
p. 131-141
11 p.
|
artikel
|
| 30 |
Understanding Afro-Caribbean educators’ experiences with Englishes across Caribbean and U.S. contexts and classrooms: Recursivity, (re)positionality, bidirectionality
|
Smith, Patriann
|
|
2018
|
69 |
C |
p. 210-222
13 p.
|
artikel
|
| 31 |
Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style
|
Cheon, Sung Hyeon
|
|
2018
|
69 |
C |
p. 43-51
9 p.
|
artikel
|
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