Citations (30)
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Daniel Mateos-Moreno & Paloma Bravo-Fuentes. (2023) The subject ‘music’ from inside versus outside the music teaching profession: a comparative case study on the views of music and non-music primary education teachers in Spain. Music Education Research 25:4, pages 447-457.
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Jenni Lemettinen, Elina Hirvonen & Martin Ubani. (2021) Is worldview education achieved in schools? A study of Finnish teachers’ perceptions of worldview education as a component of basic education. Journal of Beliefs & Values 42:4, pages 537-552.
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Katariina Stenberg & Katriina Maaranen. (2020) The differences between beginning and advanced student teachers’ teacher identities based on their practical theories. Education Inquiry 11:3, pages 196-210.
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Katriina Maaranen & Katariina Stenberg. (2020) Making beliefs explicit – student teachers’ identity development through personal practical theories. Journal of Education for Teaching 46:3, pages 336-350.
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Wondifraw Dejene. (2020) Conceptions of teaching & learning and teaching approach preference: Their change through preservice teacher education program. Cogent Education 7:1.
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Katriina Maaranen & Katariina Stenberg. (2017) Portraying reflection: the contents of student teachers’ reflection on personal practical theories and practicum experience. Reflective Practice 18:5, pages 699-712.
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Katriina Maaranen, Harri Pitkäniemi, Katariina Stenberg & Liisa Karlsson. (2016) An idealistic view of teaching: teacher students’ personal practical theories. Journal of Education for Teaching 42:1, pages 80-92.
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Reetta Niemi, Kristiina Kumpulainen & Lasse Lipponen. (2015) Pupils’ documentation enlightening teachers’ practical theory and pedagogical actions. Educational Action Research 23:4, pages 599-614.
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Katariina Stenberg, Liisa Karlsson, Harri Pitkaniemi & Katriina Maaranen. (2014) Beginning student teachers’ teacher identities based on their practical theories. European Journal of Teacher Education 37:2, pages 204-219.
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BarbaraB. Levin, Ye He & Melony
Holyfield Allen. (2013) Teacher Beliefs in Action: A Cross-Sectional, Longitudinal Follow-Up Study of Teachers' Personal Practical Theories. The Teacher Educator 48:3, pages 201-217.
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J.D. Ohn. (2013) Constructing the Past: Assessment of Elementary Preservice Teachers’ Perception about History. The Social Studies 104:1, pages 15-22.
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Ye He, BarbaraB. Levin & Yongning Li. (2011) Comparing the content and sources of the pedagogical beliefs of Chinese and American pre‐service teachers. Journal of Education for Teaching 37:2, pages 155-171.
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Lori Olafson, Gregory Schraw, Michelle Vander Veldt & Jennifer Ponder. (2011) Worth the Hassles: The Impact of Social Action Projects on Teachers' Beliefs and Practices. Action in Teacher Education 33:1, pages 108-124.
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Matthew Quirk, Norman Unrau, Gisele Ragusa, Robert Rueda, Hyo Lim, Alejandra Velasco, Kayoko Fujii, Erica Bowers, Ann Nemerouf & Gustavo Loera. (2010) Teacher Beliefs About Reading Motivation and Their Enactment in Classrooms: The Development of a Survey Questionnaire. Reading Psychology 31:2, pages 93-120.
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JenniferH. James. (2008) Teachers as Protectors: Making Sense of Preservice Teachers' Resistance to Interpretation in Elementary History Teaching. Theory & Research in Social Education 36:3, pages 172-205.
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JenniferH. James. (2007) Teacher Education: Tales from the Crossroads. Journal of Curriculum and Pedagogy 4:1, pages 26-30.
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Articles from other publishers (14)
Andrea Asztalos. (2022) Beliefs of general classroom and music specialist teachers in Hungarian primary schools regarding the development of musical abilities in children. Research Studies in Music Education 45:1, pages 112-126.
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Timothy Patterson, Ishwar Bridgelal & Avi Kaplan. (2022) Becoming a social studies teacher: An integrative systems perspective on identity content, structure, and processes. Teaching and Teacher Education 120, pages 103899.
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Ye He & Dawn Bagwell. (2021) Supporting teachers working with English learners: Engagement and impact of a professional development program. TESOL Journal 13:1.
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Matteo Carmignola, Franz Hofmann & Burkhard Gniewosz. (2021) Entwicklung und Validierung einer Kurzskala zur Einschätzung der Akzeptanz von Schulentwicklungsprojekten (A-SEW). Diagnostica 67:4, pages 163-175.
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Kathryn Hintz. (2023) “They are So Much More Capable than What We Really Allow”: Inclusive Beliefs, Practices, and Textbook Use. The Journal of Social Studies Research 41:4, pages 275-290.
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Ye He, Kristine Lundgren & Penelope Pynes. (2017) Impact of short-term study abroad program: Inservice teachers' development of intercultural competence and pedagogical beliefs. Teaching and Teacher Education 66, pages 147-157.
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Meghan McGlinn Manfra. 2017. The Wiley Handbook of Social Studies Research. The Wiley Handbook of Social Studies Research
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Minna Körkkö, Outi Kyrö-Ämmälä & Tuija Turunen. (2016) Professional development through reflection in teacher education. Teaching and Teacher Education 55, pages 198-206.
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Bobbie Turniansky & Smadar Tuval. 2016. Active Collaborative Education. Active Collaborative Education
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Eric Tardif, Pierre-André Doudin & Nicolas Meylan. (2015) Neuromyths Among Teachers and Student Teachers. Mind, Brain, and Education 9:1, pages 50-59.
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Wayne Journell, Melissa Walker Beeson, Jerad J. Crave, Miguel Gomez, Jayme Nixon Linton & Mary O. Taylor. 2013. Teacher Education Programs and Online Learning Tools. Teacher Education Programs and Online Learning Tools
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Hyun-Woo Lim. (2011) Concept maps of Korean EFL student teachers’ autobiographical reflections on their professional identity formation. Teaching and Teacher Education 27:6, pages 969-981.
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Colleen M. FairbanksGerald G. Duffy, Beverly S. Faircloth, Ye He, Barbara Levin, Jean Rohr & Catherine Stein. (2009) Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others. Journal of Teacher Education 61:1-2, pages 161-171.
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Barbara Levin & Ye He. (2008) Investigating the Content and Sources of Teacher Candidates' Personal Practical Theories (PPTs). Journal of Teacher Education 59:1, pages 55-68.
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