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European Journal of Teacher Education Volume 24, 2001 - Issue 3
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Original Articles

Professional Uncertainty/Certainty: How (un)certain are teachers, what are they (un)certain about, and how is (un)certainty related to age, experience, gender, qualifications and school type?

Elaine Munthe
Pages 355-368 | Published online: 02 Jul 2010

Citations (17)

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Read on this site (8)

Liyuan E, Auli Toom, Jenni Sullanmaa, Janne Pietarinen, Tiina Soini & Kirsi Pyhältö. (2022) How does teachers’ professional agency in the classroom change in the professional transition from early career teachers to more experienced ones?. Learning: Research and Practice 8:2, pages 169-190.
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Sigrun K. Ertesvåg. (2021) Exploring improvement in teachers’ instructional support: classifying and analyzing patterns of change in a national initiative on classroom management. International Journal of Leadership in Education 24:4, pages 533-557.
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Auli Toom, Kirsi Pyhältö & Frances O’Connell Rust. (2015) Teachers’ professional agency in contradictory times. Teachers and Teaching 21:6, pages 615-623.
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Joakim Caspersen & Finn Daniel Raaen. (2014) Novice teachers and how they cope. Teachers and Teaching 20:2, pages 189-211.
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Wieland Wermke. (2011) Continuing professional development in context: teachers' continuing professional development culture in Germany and Sweden. Professional Development in Education 37:5, pages 665-683.
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Elaine Munthe & Elin Thuen. (2009) Lower secondary school teachers' judgements of pupils' problems. Teachers and Teaching 15:5, pages 563-578.
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Elena Maria Cosmovici, Thormod Idsoe, Edvin Bru & Elaine Munthe. (2009) Perceptions of Learning Environment and On‐Task Orientation Among Students Reporting Different Achievement Levels: A Study Conducted Among Norwegian Secondary School Students. Scandinavian Journal of Educational Research 53:4, pages 379-396.
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Deborah Helsing. (2007) Style of Knowing Regarding Uncertainties. Curriculum Inquiry 37:1, pages 33-70.
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Articles from other publishers (9)

Unni Fuglestad, Toril Frafjord Hoem & Katrin Schulz-Heidorf. 2017. Klar framgang!. Klar framgang! 108 131 .
Ana Isabel Santos & Margarida Alves Martins. (2014) Conceções dos educadores portugueses sobre a linguagem escrita: um estudo de caso || Conceptions of the Portuguese Preschool teachers about writing language: a case study. Revista de Estudios e Investigación en Psicología y Educación 1:1, pages 26-34.
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Wieland Wermke. (2012) A question of trustworthiness? Teachers’ perceptions of knowledge sources in the continuing professional development marketplace in Germany and Sweden. Teaching and Teacher Education 28:4, pages 618-627.
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Britta Oerke. 2012. Zentralabitur. Zentralabitur 119 153 .
Sigrun K. Ertesvåg. (2011) Measuring authoritative teaching. Teaching and Teacher Education 27:1, pages 51-61.
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Sigrun K. Ertesvåg, Pål Roland, Grete Sørensen Vaaland, Svein Størksen & Jarmund Veland. (2009) The challenge of continuation: Schools’ continuation of the Respect program. Journal of Educational Change 11:4, pages 323-344.
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Elaine Munthe. (2006) Læreren og læring; mellom usikkerhet og skråsikkerhet. Norsk pedagogisk tidsskrift 89:6, pages 431-445.
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Elaine Munthe. (2003) Teachers’ workplace and professional certainty. Teaching and Teacher Education 19:8, pages 801-813.
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Helen Tajoda. (2015) Teaching Performance, Sense of Belongingness and Attitude of Thailand Adventist Missionary Teachers. SSRN Electronic Journal.
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