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Pakize Urfali Dadandi & Suat Ungan. (2023) The Role of Cognitive-Motivational Factors in Reading Comprehension of Informative and Narrative Texts: Which Is More Effective?. Reading & Writing Quarterly 39:2, pages 137-154.
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Nicole Gardner-Neblett, Jennifer K. Henk, Claire D. Vallotton, Larra Rucker & Rachel Chazan-Cohen. (2021) The what, how, and who, of early childhood professional development (PD): Differential associations of PD and self-reported beliefs and practices. Journal of Early Childhood Teacher Education 42:1, pages 53-75.
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Rahime Cobanoglu, Yesim Capa-Aydin & Ali Yildirim. (2019) Sources of teacher beliefs about developmentally appropriate practice: a structural equation model of the role of teacher efficacy beliefs. European Early Childhood Education Research Journal 27:2, pages 195-207.
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Farhad Golpour, Touran Ahour & Saeideh Ahangari. (2019) Iranian EFL teachers’ beliefs and practices regarding writing activities and class organization. Cogent Education 6:1.
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Lia M. Daniels & Cheryl A. Poth. (2017) Relationships between pre-service teachers’ conceptions of assessment, approaches to instruction, and assessment: an achievement goal theory perspective. Educational Psychology 37:7, pages 835-853.
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Lia M. Daniels, Amanda Radil & Amanda K. Wagner. (2016) Concordance Between Preservice Teachers' Personal Responsibilities and Intended Instructional Practices. The Journal of Experimental Education 84:3, pages 529-553.
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Kyle Nuske. (2015) Transformation and Stasis: Two Case Studies of Critical Teacher Education in TESOL. Critical Inquiry in Language Studies 12:4, pages 283-312.
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Déirdre Ní Chróinín & Mary O'Sullivan. (2014) From initial teacher education through induction and beyond: a longitudinal study of primary teacher beliefs. Irish Educational Studies 33:4, pages 451-466.
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Siebrich de Vries, Ellen P.W.A. Jansen, Michelle Helms-Lorenz & Wim J.C.M. van de Grift. (2014) Student teachers’ beliefs about learning and teaching and their participation in career-long learning activities. Journal of Education for Teaching 40:4, pages 344-358.
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Amber Esping. (2014) From “at-risk” youth to wounded healer: a longitudinal study of two pre-service teachers. International Journal of Qualitative Studies in Education 27:3, pages 377-396.
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CynthiaH. Brock, JulieL. Pennington & Elavie Ndura. (2012) Using multimodality as a conceptual lens: examining two teachers' learning in the Multiliteracies Teacher Institute Project. Pedagogies: An International Journal 7:4, pages 275-294.
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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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Lisa Pray & Sherry Marx. (2010) ESL TEACHER EDUCATION ABROAD AND AT HOME: A CAUTIONARY TALE. The Teacher Educator 45:3, pages 216-229.
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A. W. Berry. (2010) PRESERVICE AND EARLY CAREER TEACHERS' ATTITUDES TOWARD INCLUSION, INSTRUCTIONAL ACCOMMODATIONS, AND FAIRNESS: THREE PROFILES. The Teacher Educator 45:2, pages 75-95.
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Birgitte Malm. (2009) Towards a new professionalism: enhancing personal and professional development in teacher education. Journal of Education for Teaching 35:1, pages 77-91.
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CharlesJ. Vitton & TeresaA. Wasonga. (2009) Between Kohlberg and Gilligan: Levels of Moral Judgment among Elementary School Principals. Leadership and Policy in Schools 8:1, pages 92-116.
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Tabatha Dobson Scharlach. (2008) These Kids Just Aren't Motivated to Read: The Influence of Preservice Teachers' Beliefs on Their Expectations, Instruction, and Evaluation of Struggling Readers. Literacy Research and Instruction 47:3, pages 158-173.
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JenniferE. Aldrich & KelliR. Thomas. (2005) Evaluating constructivist beliefs of teacher candidates. Journal of Early Childhood Teacher Education 25:4, pages 339-347.
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KathleenM. Brown. (2004) Assessing Preservice Leaders' Beliefs, Attitudes, and Values Regarding Issues of Diversity, Social Justice, and Equity: A Review of Existing Measures. Equity & Excellence in Education 37:4, pages 332-342.
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MartinJ. Ward & TimJ. Wells. (2003) Guests in the Classroom: Top Ten Tips for Preservice Teachers. Kappa Delta Pi Record 40:1, pages 42-44.
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Bradford S. Woods & Peter Demerath. (2001) A Cross-Domain Explanation of the Metaphor ȁTeaching as Persuasionȁ. Theory Into Practice 40:4, pages 228-234.
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Jyotsna Pattnaik. (1997) Cultural Stereotypes and Preservice Education: Moving Beyond Our Biases. Equity & Excellence in Education 30:3, pages 40-50.
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Gloria Delany‐Barmann & Sam Minner. (1997) Development and Implementation of a Program of Study to Prepare Teachers for Diversity. Equity & Excellence in Education 30:2, pages 78-85.
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Frank Pajares & JohnK. Bengston. (1995) The psychologizing of teacher education: Formalist thinking and preservice teachers’ beliefs. Peabody Journal of Education 70:3, pages 83-98.
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Sarah Cramer & Mercedes Tichenor. (2023) Collaboration and cross-pollination: teaching garden-based learning through PDS partnerships. PDS Partners: Bridging Research to Practice 18:3, pages 191-202.
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Anke Heyder, Ricarda Steinmayr & Andrei Cimpian. (2023) Reflecting on their mission increases preservice teachers’ growth mindsets. Learning and Instruction 86, pages 101770.
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Hasan GÜLLÜ & Ahmet Oğuz AKÇAY. (2023) SINIF ÖĞRETMENLERİNİN MATEMATİĞE İLİŞKİN İNANÇLARININ BELİRLENMESİ. Trakya Eğitim Dergisi 13:2, pages 989-1007.
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Neea Heinonen, Nina Katajavuori, Mari Murtonen & Ilona Södervik. (2022) Short pedagogical training in supporting university teachers’ professional vision: A comparison of prospective and current faculty teachers. Instructional Science 51:2, pages 201-229.
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İbrahim DADANDI. (2022) KATILIMCI ÖĞRETİM, ÖZ-YETERLİK VE AKADEMİK BAŞARI ARASINDAKİ İLİŞKİLER. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi:62, pages 67-85.
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