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European Journal of Teacher Education Volume 41, 2018 - Issue 4
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Articles

The value of CK, PK, and PCK in professional development programs predicted by the progressive beliefs of elementary school teachers

Ming-Yueh HwangInstitute for Research Excellence in Learning Sciences, National Taiwan Normal University, Taipei, TaiwanView further author information
,
Jon-Chao HongDepartment of Education, National Dong Hwa University, Taipei, TaiwanCorrespondence[email protected]
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Yung-Wei HaoDepartment of Education, National Taiwan Normal University, Taipei, TaiwanView further author information
Pages 448-462 | Received 12 Mar 2015, Accepted 27 Apr 2018, Published online: 11 Jun 2018

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Xiao Huang, Sibel Erduran, Piaosa Zhang, Kangkang Luo & Chumni Li. (2022) Enhancing teachers’ STEM understanding through observation, discussion and reflection. Journal of Education for Teaching 48:5, pages 576-591.
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Jinzhong Yang, Qiyun Wang, Jingying Wang, Muxiong Huang & Yongjun Ma. (2021) A study of K-12 teachers’ TPACK on the technology acceptance of E-schoolbag. Interactive Learning Environments 29:7, pages 1062-1075.
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Lena Sjöberg. (2021) Pedagogic Discourses in the Swedish Primary Teacher Education Programme From a Subject Perspective. Scandinavian Journal of Educational Research 65:4, pages 537-551.
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Articles from other publishers (9)

Gamze ALP, Selçuk DOĞAN, Ümran YAZICILAR NALBANTOĞLU & Nihan AĞAÇLI DOĞAN. (2023) Exploring Teacher Motivation to Implement After an Online Professional Development by Using Expectancy-value-cost theoryÇevrimiçi Bir Mesleki Gelişim Sonrasında Öğretmenlerin Uygulama Motivasyonlarının Beklenti-Değer-Maliyet Teorisini Kullanarak Keşfedilmesi. Boğaziçi Üniversitesi Eğitim Dergisi 40-2:3, pages 17-32.
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Tim Fütterer, Ronny Scherer, Katharina Scheiter, Kathleen Stürmer & Andreas Lachner. (2023) Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development?. Computers & Education 198, pages 104756.
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Suhe Ji, Xiaoqing Qin & Ke Li. (2022) Chinese University English Teachers’ Professional Learning through Academic Reading on Social Media—A Mixed-Methods Approach. Behavioral Sciences 12:10, pages 390.
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Muzakkir, Zaharah Hussin, Rafiza Abdul Razak & Ahmad Munir. (2022) The dataset for validation of factors affecting teachers’ decision to integrate character values into curriculum. Data in Brief 43, pages 108404.
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Omer Ozer & Cecile Popp. (2022) Leveraging Untapped Potential: Continuing Professional Development as a Tool for Creating Positive Culture at Schools of Foreign Languages in Turkey. rEFLections 29:1, pages 130-147.
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Andrea C. Burrows, Mike Borowczak, Adam Myers, Andria C. Schwortz & Courtney McKim. (2021) Integrated STEM for Teacher Professional Learning and Development: “I Need Time for Practice”. Education Sciences 11:1, pages 21.
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Jaehong Jang, Yujung Ko, Won Sug Shin & Insook Han. (2021) Augmented Reality and Virtual Reality for Learning: An Examination Using an Extended Technology Acceptance Model. IEEE Access 9, pages 6798-6809.
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Siu-Cheung Kong, Ming Lai & Daner Sun. (2020) Teacher development in computational thinking: Design and learning outcomes of programming concepts, practices and pedagogy. Computers & Education 151, pages 103872.
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Iris Backfisch, Andreas Lachner, Christoff Hische, Frank Loose & Katharina Scheiter. (2020) Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans. Learning and Instruction 66, pages 101300.
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