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

Main Author: Hüseyin Özçınar
Format: Jurnal
Language: Bahasa Inggris
Published: ELSEVIER 2015
Subjects:
Professional agency in the stream of change: Understanding educational change and teachers' professional identities (Katja Vähäsantanen); Differences? Similarities? Male teacher, female teacher: An instrumental case study of teaching in a Head Start classroom (Robert V. Bullough Jr.); “This has more to do with who I am than with my skills” – Student teacher subjectification in Finnish teacher education (Maija Lanas, Geert Kelchtermans); The importance of job resources and self
efficacy for beginning teachers' professional learning in differentiated instruction (Debbie De Neve, Geert Devos, Melissa Tuytens); Mapping teacher education domain: A document co
citation analysis from 1992 to 2012 (Hüseyin Özçınar); Broadening the resource base for entrepreneurship education through teachers' networking activities (Elena Ruskovaara, Timo Pihkala, Jaana Seikkula
Leino, Minna Riikka Järvinen); Race, culture and agency: Examining the ideologies and practices of U.S. teachers of Black male students (Quaylan Allen); Teachers' content and pedagogical content knowledge on rational numbers: A comparison of prospective elementary and lower secondary school teachers (Fien Depaepe, Joke Torbeyns, Nathalie Vermeersch, Dirk Janssens, Rianne Janssen, Geert Kelchtermans, Lieven Verschaffel, Wim Van Dooren); Networking and the development of professionals: Beginning teachers building social capital (Alison R.C. Fox, Elaine G. Wilson); How teacher professional development regarding classroom dialogue affects students' higher
order learning (Ann
Kathrin Pehmer, Alexander Gröschner, Tina Seidel); Self
efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions (Hui Wang, Nathan C. Hall, Sonia Rahimi); Two sides of the same coin? The role of rumination and reflection in elementary school teachers' classroom stress and burnout (Katja Košir, Sara Tement, Marta Licardo, Katarina Habe); Teacher learning in the context of a continuing professional development programme: A case study (Linda van den Bergh, Anje Ros, Douwe Beijaard); Informal learning of primary school teachers: Considering the role of teaching experience and school culture (Ilke Grosemans, Anne Boon, Christine Verclairen, Filip Dochy, Eva Kyndt); The interplay between service learning and the ideological becoming of aspiring educators who are “marked” as different (Mary Louise Gomez, Amy Johnson Lachuk, Shameka N. Powell); Teacher coaching in Kenya: Examining instructional support in public and nonformal schools (Benjamin Piper, Stephanie Simmons Zuilkowski); The role of perceived need satisfaction at work for teachers' work
related learning goal orientation (Stefan Janke, Sebastian Nitsche, Oliver Dickhäuser); Developing the whole child in an age of academic measurement: Can this be done according to U.K. teachers? (Wouter Sanderse, David Ian Walker, Chantel Jones); The role of professional obligations in working to change one's teaching practices (Corey Webel, Douglas Platt); Contextual antecedents of co
teaching efficacy: Their influence on students with disabilities' learning progress, social participation and behaviour improvement (Vasilis Strogilos, Abraham Stefanidis); Interaction in teacher communities: Three forms teachers use to express contrasting ideas in video clubs (Tracy E. Dobie, Eleanor R. Anderson); How do early career teachers value different types of support? A scale
adjusted latent class choice model (Paul F. Burke, Peter J. Aubusson, Sandra R. Schuck, John D. Buchanan, Anne E. Prescott);
Online Access: http://library.umy.ac.id/katalog.php?opo=lihatDetilKatalog&id=80422
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