| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A longitudinal study of induction on the acceleration of growth in teaching quality of beginning teachers through the eyes of their students
|
Maulana, Ridwan
|
|
2015
|
51 |
C |
p. 225-245
21 p.
|
artikel
|
| 2 |
Beginning to teach inclusively: An analysis of newly-qualified teacher pedagogy in lower primary classes in Tanzania
|
Westbrook, Jo
|
|
2015
|
51 |
C |
p. 38-46
9 p.
|
artikel
|
| 3 |
Career-changers’ ideal teacher images and grounded classroom perspectives
|
Cuddapah, Jennifer Locraft
|
|
2015
|
51 |
C |
p. 27-37
11 p.
|
artikel
|
| 4 |
Challenges influencing teachers' involvement in continuous professional development: A South African perspective
|
Geldenhuys, Johanna L.
|
|
2015
|
51 |
C |
p. 203-212
10 p.
|
artikel
|
| 5 |
Different modes in teachers' discussions of students' mathematical texts
|
Teledahl, Anna
|
|
2015
|
51 |
C |
p. 68-76
9 p.
|
artikel
|
| 6 |
Do teachers have worse mental health? Review of the existing comparative research and results from the Belgian Health Interview Survey
|
Van Droogenbroeck, Filip
|
|
2015
|
51 |
C |
p. 88-100
13 p.
|
artikel
|
| 7 |
Editorial board/Publication information
|
|
|
2015
|
51 |
C |
p. IFC-
1 p.
|
artikel
|
| 8 |
Elementary school teachers' acceptability of school reform: Contribution of belief congruence, self-efficacy, and professional development
|
Donnell, Laurie A.
|
|
2015
|
51 |
C |
p. 47-57
11 p.
|
artikel
|
| 9 |
Enduring challenges, new contexts: Editing TATE for global impact
|
Gore, Jennifer
|
|
2015
|
51 |
C |
p. 256-
1 p.
|
artikel
|
| 10 |
Examining pre-service elementary mathematics teachers' reading of educative curriculum materials
|
Land, Tonia J.
|
|
2015
|
51 |
C |
p. 16-26
11 p.
|
artikel
|
| 11 |
Facilitating decomposition and recomposition in practice-based teacher education: The power of modularity
|
Janssen, Fred
|
|
2015
|
51 |
C |
p. 137-146
10 p.
|
artikel
|
| 12 |
Helping teachers maintain classroom management practices using a self-monitoring checklist
|
Oliver, Regina M.
|
|
2015
|
51 |
C |
p. 113-120
8 p.
|
artikel
|
| 13 |
How teachers respond to school bullying: An examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies
|
Burger, Christoph
|
|
2015
|
51 |
C |
p. 191-202
12 p.
|
artikel
|
| 14 |
Investigating effects of the quality of field experiences and personality on perceived teaching skills in German pre-service teachers for secondary schools
|
Biermann, Antje
|
|
2015
|
51 |
C |
p. 77-87
11 p.
|
artikel
|
| 15 |
Learning at the nano-level: Accounting for complexity in the internalization of secondary STEM teacher professional development
|
Fore, Grant A.
|
|
2015
|
51 |
C |
p. 101-112
12 p.
|
artikel
|
| 16 |
Making the invisible visible: Preparing preservice teachers for first steps in linking research to practice
|
van Ingen, Sarah
|
|
2015
|
51 |
C |
p. 182-190
9 p.
|
artikel
|
| 17 |
Pedagogical pathways for Indigenous education with/in teacher education
|
Madden, Brooke
|
|
2015
|
51 |
C |
p. 1-15
15 p.
|
artikel
|
| 18 |
Physical education teacher educators: A 25-year scoping review of literature
|
McEvoy, Eileen
|
|
2015
|
51 |
C |
p. 162-181
20 p.
|
artikel
|
| 19 |
Professional development at the local level: Necessary and sufficient conditions for critical colleagueship
|
Kintz, Tara
|
|
2015
|
51 |
C |
p. 121-136
16 p.
|
artikel
|
| 20 |
Responding to learner diversity: Student views as a catalyst for powerful teacher development?
|
Messiou, Kyriaki
|
|
2015
|
51 |
C |
p. 246-255
10 p.
|
artikel
|
| 21 |
The distinction between inquiry-based instruction and non-inquiry-based instruction in higher education: A case study of what happens as inquiry in 16 education courses in three universities
|
Aulls, M.W.
|
|
2015
|
51 |
C |
p. 147-161
15 p.
|
artikel
|
| 22 |
The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout
|
Ju, Chengting
|
|
2015
|
51 |
C |
p. 58-67
10 p.
|
artikel
|
| 23 |
Understanding teacher design teams – A mixed methods approach to developing a descriptive framework
|
Binkhorst, F.
|
|
2015
|
51 |
C |
p. 213-224
12 p.
|
artikel
|
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