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TEACHING AND TEACHER EDUCATION : AN INTERNATIONAL JOURNAL OF RESEARCH AND STUDIES

Main Author: Carmen Montecinos, Horacio Walker
Format: Jurnal
Language: Bahasa Inggris
Published: ELSEVIER 2015
Subjects:
School administrators and university practicum supervisors as boundary brokers for initial teacher education in Chile (Carmen Montecinos, Horacio Walker, Felipe Maldonado); The development and alignment of pedagogical conceptions of health education (Leena Paakkari, Päivi Tynjälä, Minna Torppa, Jari Villberg, Lasse Kannas); Development of a post
lesson observation conferencing protocol: Situated in theory, research, and practice (Elizabeth Soslau); Can teachers accurately predict student performance? (Keith W. Thiede, Jonathan L. Brendefur, Richard D. Osguthorpe, Michele B. Carney, Amanda Bremner, Sam Strother, Steven Oswalt, Jennifer L. Snow, John Sutton, Dan Jesse); The contribution of assessment experiences to student teachers' self
efficacy in competence
based education (Mart van Dinther, Filip Dochy, Mien Segers); Organizational learning and extra effort: The mediating effect of job satisfaction (Hanna Kurland, Dalia Rebecca Hasson
Gilad); The incorporation of funds of knowledge and funds of identity of students and their families into educational practice. A case study from Catalonia, Spain (Pol Jovés, Carina Siqués, Moisès Esteban
Guitart); Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions (Jamie L. Taxer, Anne C. Frenzel); Inclusive pedagogy: From learning to action. Supporting each individual in the context of ‘everybody’ (Jennifer Spratt, Lani Florian); Changing perspectives: Examining the potential for advanced mathematical studies to influence pre
service teachers' beliefs about mathematics (Catherine Paolucci); Prospective teachers development of adaptive expertise (Glenda Anthony, Jodie Hunter, Roberta Hunter); Fostering teachers' professional development for citizenship education (T. Martijn Willemse, Geert ten Dam, Femke Geijsel, Loes van Wessum, Monique Volman); Key focus areas and use of tools in mentoring conversations during internship in initial teacher education (Nina Helgevold, Gro Næsheim
Bjørkvik, Sissel Østrem); Negotiated assessment and teacher learning: An in
depth exploration (Christel P.M. Verberg, Dineke E.H. Tigelaar, Nico Verloop); ESL teacher advocacy beyond the classroom (Mari Haneda, Mariko Alexander); Becoming an educator in and through the arts: Forming and informing emerging teachers' professional identity (Ailbhe Kenny, Michael Finneran, Eamonn Mitchell); School management, cultures of teaching and student outcomes: Comparing the cases of Finland and Sweden (Katarina Samuelsson, Sverker Lindblad).
Online Access: http://oaipmh-jogjalib.umy.ac.idkatalog.php?opo=lihatDetilKatalog&id=80399
PINJAM
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recordtype oai_dc
spelling oai:lib.umy.ac.id:803992021-06-16T13:10:38ZTEACHING AND TEACHER EDUCATION : AN INTERNATIONAL JOURNAL OF RESEARCH AND STUDIESCarmen Montecinos, Horacio WalkerSchool administrators and university practicum supervisors as boundary brokers for initial teacher education in Chile (Carmen Montecinos, Horacio Walker, Felipe Maldonado); The development and alignment of pedagogical conceptions of health education (Leena Paakkari, Päivi Tynjälä, Minna Torppa, Jari Villberg, Lasse Kannas); Development of a postlesson observation conferencing protocol: Situated in theory, research, and practice (Elizabeth Soslau); Can teachers accurately predict student performance? (Keith W. Thiede, Jonathan L. Brendefur, Richard D. Osguthorpe, Michele B. Carney, Amanda Bremner, Sam Strother, Steven Oswalt, Jennifer L. Snow, John Sutton, Dan Jesse); The contribution of assessment experiences to student teachers' selfefficacy in competencebased education (Mart van Dinther, Filip Dochy, Mien Segers); Organizational learning and extra effort: The mediating effect of job satisfaction (Hanna Kurland, Dalia Rebecca HassonGilad); The incorporation of funds of knowledge and funds of identity of students and their families into educational practice. A case study from Catalonia, Spain (Pol Jovés, Carina Siqués, Moisès EstebanGuitart); Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions (Jamie L. Taxer, Anne C. Frenzel); Inclusive pedagogy: From learning to action. Supporting each individual in the context of ‘everybody’ (Jennifer Spratt, Lani Florian); Changing perspectives: Examining the potential for advanced mathematical studies to influence preservice teachers' beliefs about mathematics (Catherine Paolucci); Prospective teachers development of adaptive expertise (Glenda Anthony, Jodie Hunter, Roberta Hunter); Fostering teachers' professional development for citizenship education (T. Martijn Willemse, Geert ten Dam, Femke Geijsel, Loes van Wessum, Monique Volman); Key focus areas and use of tools in mentoring conversations during internship in initial teacher education (Nina Helgevold, Gro NæsheimBjørkvik, Sissel Østrem); Negotiated assessment and teacher learning: An indepth exploration (Christel P.M. Verberg, Dineke E.H. Tigelaar, Nico Verloop); ESL teacher advocacy beyond the classroom (Mari Haneda, Mariko Alexander); Becoming an educator in and through the arts: Forming and informing emerging teachers' professional identity (Ailbhe Kenny, Michael Finneran, Eamonn Mitchell); School management, cultures of teaching and student outcomes: Comparing the cases of Finland and Sweden (Katarina Samuelsson, Sverker Lindblad).ELSEVIER2015Jurnal1-178ISBN:ISSN 0742-051XTEACHING AND TEACHER EDUCATION : AN INTERNATIONAL JOURNAL OF RESEARCH AND STUDIES Tahun Vol. 2015 49 (PBI) Bahasa Inggrishttp://oaipmh-jogjalib.umy.ac.idkatalog.php?opo=lihatDetilKatalog&id=80399
institution Universitas Muhammadiyah Yogyakarta
collection Perpustakaan Yogyakarta
language Bahasa Inggris
topic School administrators and university practicum supervisors as boundary brokers for initial teacher education in Chile (Carmen Montecinos, Horacio Walker, Felipe Maldonado); The development and alignment of pedagogical conceptions of health education (Leena Paakkari, Päivi Tynjälä, Minna Torppa, Jari Villberg, Lasse Kannas); Development of a post
lesson observation conferencing protocol: Situated in theory, research, and practice (Elizabeth Soslau); Can teachers accurately predict student performance? (Keith W. Thiede, Jonathan L. Brendefur, Richard D. Osguthorpe, Michele B. Carney, Amanda Bremner, Sam Strother, Steven Oswalt, Jennifer L. Snow, John Sutton, Dan Jesse); The contribution of assessment experiences to student teachers' self
efficacy in competence
based education (Mart van Dinther, Filip Dochy, Mien Segers); Organizational learning and extra effort: The mediating effect of job satisfaction (Hanna Kurland, Dalia Rebecca Hasson
Gilad); The incorporation of funds of knowledge and funds of identity of students and their families into educational practice. A case study from Catalonia, Spain (Pol Jovés, Carina Siqués, Moisès Esteban
Guitart); Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions (Jamie L. Taxer, Anne C. Frenzel); Inclusive pedagogy: From learning to action. Supporting each individual in the context of ‘everybody’ (Jennifer Spratt, Lani Florian); Changing perspectives: Examining the potential for advanced mathematical studies to influence pre
service teachers' beliefs about mathematics (Catherine Paolucci); Prospective teachers development of adaptive expertise (Glenda Anthony, Jodie Hunter, Roberta Hunter); Fostering teachers' professional development for citizenship education (T. Martijn Willemse, Geert ten Dam, Femke Geijsel, Loes van Wessum, Monique Volman); Key focus areas and use of tools in mentoring conversations during internship in initial teacher education (Nina Helgevold, Gro Næsheim
Bjørkvik, Sissel Østrem); Negotiated assessment and teacher learning: An in
depth exploration (Christel P.M. Verberg, Dineke E.H. Tigelaar, Nico Verloop); ESL teacher advocacy beyond the classroom (Mari Haneda, Mariko Alexander); Becoming an educator in and through the arts: Forming and informing emerging teachers' professional identity (Ailbhe Kenny, Michael Finneran, Eamonn Mitchell); School management, cultures of teaching and student outcomes: Comparing the cases of Finland and Sweden (Katarina Samuelsson, Sverker Lindblad).
spellingShingle School administrators and university practicum supervisors as boundary brokers for initial teacher education in Chile (Carmen Montecinos, Horacio Walker, Felipe Maldonado); The development and alignment of pedagogical conceptions of health education (Leena Paakkari, Päivi Tynjälä, Minna Torppa, Jari Villberg, Lasse Kannas); Development of a post
lesson observation conferencing protocol: Situated in theory, research, and practice (Elizabeth Soslau); Can teachers accurately predict student performance? (Keith W. Thiede, Jonathan L. Brendefur, Richard D. Osguthorpe, Michele B. Carney, Amanda Bremner, Sam Strother, Steven Oswalt, Jennifer L. Snow, John Sutton, Dan Jesse); The contribution of assessment experiences to student teachers' self
efficacy in competence
based education (Mart van Dinther, Filip Dochy, Mien Segers); Organizational learning and extra effort: The mediating effect of job satisfaction (Hanna Kurland, Dalia Rebecca Hasson
Gilad); The incorporation of funds of knowledge and funds of identity of students and their families into educational practice. A case study from Catalonia, Spain (Pol Jovés, Carina Siqués, Moisès Esteban
Guitart); Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions (Jamie L. Taxer, Anne C. Frenzel); Inclusive pedagogy: From learning to action. Supporting each individual in the context of ‘everybody’ (Jennifer Spratt, Lani Florian); Changing perspectives: Examining the potential for advanced mathematical studies to influence pre
service teachers' beliefs about mathematics (Catherine Paolucci); Prospective teachers development of adaptive expertise (Glenda Anthony, Jodie Hunter, Roberta Hunter); Fostering teachers' professional development for citizenship education (T. Martijn Willemse, Geert ten Dam, Femke Geijsel, Loes van Wessum, Monique Volman); Key focus areas and use of tools in mentoring conversations during internship in initial teacher education (Nina Helgevold, Gro Næsheim
Bjørkvik, Sissel Østrem); Negotiated assessment and teacher learning: An in
depth exploration (Christel P.M. Verberg, Dineke E.H. Tigelaar, Nico Verloop); ESL teacher advocacy beyond the classroom (Mari Haneda, Mariko Alexander); Becoming an educator in and through the arts: Forming and informing emerging teachers' professional identity (Ailbhe Kenny, Michael Finneran, Eamonn Mitchell); School management, cultures of teaching and student outcomes: Comparing the cases of Finland and Sweden (Katarina Samuelsson, Sverker Lindblad).
Carmen Montecinos, Horacio Walker
TEACHING AND TEACHER EDUCATION : AN INTERNATIONAL JOURNAL OF RESEARCH AND STUDIES
description
format Jurnal
author Carmen Montecinos, Horacio Walker
author_sort Carmen Montecinos, Horacio Walker
title TEACHING AND TEACHER EDUCATION : AN INTERNATIONAL JOURNAL OF RESEARCH AND STUDIES
title_short TEACHING AND TEACHER EDUCATION : AN INTERNATIONAL JOURNAL OF RESEARCH AND STUDIES
title_full TEACHING AND TEACHER EDUCATION : AN INTERNATIONAL JOURNAL OF RESEARCH AND STUDIES
title_fullStr TEACHING AND TEACHER EDUCATION : AN INTERNATIONAL JOURNAL OF RESEARCH AND STUDIES
title_full_unstemmed TEACHING AND TEACHER EDUCATION : AN INTERNATIONAL JOURNAL OF RESEARCH AND STUDIES
title_sort teaching and teacher education : an international journal of research and studies
physical 1-178
publisher ELSEVIER
publishDate 2015
url http://oaipmh-jogjalib.umy.ac.idkatalog.php?opo=lihatDetilKatalog&id=80399
isbn ISBN:ISSN 0742-051X
callnumber-raw TEACHING AND TEACHER EDUCATION : AN INTERNATIONAL JOURNAL OF RESEARCH AND STUDIES Tahun Vol. 2015 49 (PBI)
callnumber-search TEACHING AND TEACHER EDUCATION : AN INTERNATIONAL JOURNAL OF RESEARCH AND STUDIES Tahun Vol. 2015 49 (PBI)
_version_ 1702754291106709504
score 14.79448

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