Citations (13)
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Jane Dorrian. (2023) An exploration of factors affecting the baseline assessment scores of children attending morning or afternoon sessions in nursery settings in Wales. Early Years 43:1, pages 91-103.
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Sara Barros Araújo. (2022) What’s your image of the child? Examining trajectories of prospective ECE teachers’ beliefs during practicum. European Early Childhood Education Research Journal 30:6, pages 899-911.
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Simone Dunekacke & Julia Barenthien. (2021) Research in early childhood teacher domain-specific professional knowledge – a systematic review. European Early Childhood Education Research Journal 29:4, pages 633-648.
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Sigrid Blömeke, Oliver Thiel & Lars Jenßen. (2019) Before, During, and After Examination: Development of Prospective Preschool Teachers’ Mathematics-Related Enjoyment and Self-Efficacy. Scandinavian Journal of Educational Research 63:4, pages 506-519.
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Kathleen Horgan & Fíodhna Gardiner-Hyland. (2019) Irish student teachers’ beliefs about self, learning and teaching: a longitudinal study. European Journal of Teacher Education 42:2, pages 151-174.
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Articles from other publishers (8)
Dennis Meyer, Jörg Doll & Gabriele Kaiser. (2023) Professional identity of pre-service teachers: actual and designated identity profiles and their relationship to teacher education programs. Frontiers in Education 8.
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Maike Hagena, Julia Bruns & Hedwig Gasteiger. (2022) Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen BildungInfluence of the teaching experience of facilitators on the effectiveness of professional development program for early mathematics childhood teachers. Zeitschrift für Erziehungswissenschaft 25:6, pages 1455-1480.
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Ayşenur AVCI & Ali Yiğit KUTLUCA. (2022) Okul Öncesi Öğretmen Adaylarının Pedagojik İnançları ve Pedagojik Alan Bilgilerinin Öğretim Uygulamaları Üzerindeki EtkisiThe Effects of Preschool Teachers’ Pedagogical Beliefs and Pedagogical Content Knowledge on Teaching Practices. Türk Eğitim Bilimleri Dergisi 20:2, pages 394-428.
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Lars Jenßen, Simone Dunekacke, Michael Eid, Markus Szczesny, Lara Pohle, Thomas Koinzer, Katja Eilerts & Sigrid Blömeke. (2022) From teacher education to practice: Development of early childhood teachers‘ knowledge and beliefs in mathematics. Teaching and Teacher Education 114, pages 103699.
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Anna Mues, Astrid Wirth, Efsun Birtwistle & Frank Niklas. (2022) Associations Between Children’s Numeracy Competencies, Mothers’ and Fathers’ Mathematical Beliefs, and Numeracy Activities at Home. Frontiers in Psychology 13.
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Jane Dorrian. 2022. Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness. Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness
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Julia Bruns, Hedwig Gasteiger & Carolin Strahl. (2021) Conceptualising and measuring domain‐specific content knowledge of early childhood educators: A systematic review. Review of Education 9:2, pages 500-538.
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Omrit Feldman, Eran Goldstien, Benjamin Rolnik, Ariel B. Ganz & Shahar Lev-Ari. (2021) Inquiry Based Stress Reduction (IBSR) Improves Overall Stuttering Experience among Adults Who Stutter: A Randomized Controlled Trial. Journal of Clinical Medicine 10:10, pages 2187.
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