Citations (79)
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Xin Zhang, Wilfried Admiraal & Nadira Saab. (2022) Teacher autonomous motivation for continuous professional development: the relationship with perceived workplace conditions. Teachers and Teaching 28:8, pages 909-924.
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Avishay Zilka, Yael Grinshtain & Ronit Bogler. (2022) Fixed or growth: teacher perceptions of factors that shape mindset. Professional Development in Education 48:1, pages 149-165.
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Xin Zhang, Wilfried Admiraal & Nadira Saab. (2021) Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level. Journal of Education for Teaching 47:5, pages 714-731.
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Jasja Valckx, Ruben Vanderlinde & Geert Devos. (2021) Do teachers’ educational beliefs affect the relationship between departmental leadership and interpersonal PLC characteristics?. Professional Development in Education 0:0, pages 1-18.
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Gonca Yangın Ekşi, Burçak Yılmaz Yakışık, Asuman Aşık, Fatima Nur Fişne, Dorota Werbińska & Lili Cavalheiro. (2019) Language teacher trainees’ sense of professional agency in practicum: cases from Turkey, Portugal and Poland. Teachers and Teaching 25:3, pages 279-300.
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Tuuli Oder & Eve Eisenschmidt. (2018) Teachers’ perceptions of school climate as an indicator of their beliefs of effective teaching. Cambridge Journal of Education 48:1, pages 3-20.
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Y. Soysal & S. Radmard. (2018) Social negotiations of meanings and changes in the beliefs of prospective teachers: A vygotskian perspective. Educational Studies 44:1, pages 57-80.
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Daniel L. Dinsmore. (2017) Examining the ontological and epistemic assumptions of research on metacognition, self-regulation and self-regulated learning. Educational Psychology 37:9, pages 1125-1153.
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Tiina Soini, Janne Pietarinen & Kirsi Pyhältö. (2016) What if teachers learn in the classroom?. Teacher Development 20:3, pages 380-397.
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Tiina Soini, Janne Pietarinen, Auli Toom & Kirsi Pyhältö. (2015) What contributes to first-year student teachers’ sense of professional agency in the classroom?. Teachers and Teaching 21:6, pages 641-659.
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Miranda Suzanna Angelique De Hei, Jan-Willem Strijbos, Ellen Sjoer & Wilfried Admiraal. (2015) Collaborative learning in higher education: lecturers’ practices and beliefs. Research Papers in Education 30:2, pages 232-247.
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H.W. Oolbekkink-Marchand, J.H. Van Driel & N. Verloop. (2014) Perspectives on teaching and regulation of learning: a comparison of secondary and university teachers. Teaching in Higher Education 19:7, pages 799-811.
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Siebrich de Vries, Wim J.C.M. van de Grift & Ellen P.W.A. Jansen. (2014) How teachers’ beliefs about learning and teaching relate to their continuing professional development. Teachers and Teaching 20:3, pages 338-357.
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Mohamed Taha Mohamed. (2014) Socio-cultural factors of teachers’ conceptions of knowledge: epistemic beliefs of Arab teachers. Teacher Development 18:1, pages 46-64.
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Edgar Krull, Ingrid Koni & Kaja Oras. (2013) Impact on student teachers' conception of learning and teaching from studying a course in educational psychology. Asia-Pacific Journal of Teacher Education 41:2, pages 218-231.
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Kalman A. Winston, Cees P.M. Van Der Vleuten & Albert J.J.A. Scherpbier. (2012) The role of the teacher in remediating at-risk medical students. Medical Teacher 34:11, pages e732-e742.
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Johanna C. G. Jacobs, Scheltus J. Van Luijk, Henk Van Berkel, Cees P. M. Van der Vleuten, Gerda Croiset & Fedde Scheele. (2012) Development of an instrument (the COLT) to measure conceptions on learning and teaching of teachers, in student-centred medical education. Medical Teacher 34:7, pages e483-e491.
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Michael Totterdell, Tanya Hathaway & Linda la Velle. (2011) Mastering teaching and learning through pedagogic partnership: a vision and framework for developing ‘collaborative resonance’ in England. Professional Development in Education 37:3, pages 411-437.
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Tiina Soini, Kirsi Pyhältö & Janne Pietarinen. (2010) Pedagogical well‐being: reflecting learning and well‐being in teachers’ work. Teachers and Teaching 16:6, pages 735-751.
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Aubrey Golightly. (2010) Microteaching to Assist Geography Teacher-Trainees in Facilitating Learner-Centered Instruction. Journal of Geography 109:6, pages 233-242.
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JacobieneA. Meirink, Jeroen Imants, PaulienC. Meijer & Nico Verloop. (2010) Teacher learning and collaboration in innovative teams. Cambridge Journal of Education 40:2, pages 161-181.
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Lois Harris. (2010) Delivering, modifying or collaborating? Examining three teacher conceptions of how to facilitate student engagement. Teachers and Teaching 16:1, pages 131-151.
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Milena
Ivanuš Grmek & Marija
Javornik Krečič. (2008) Does undergraduate education influence teachers’ perceptions of learning and teaching? The case of the Republic of Slovenia. Educational Studies 34:5, pages 433-442.
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Pirkko Hyvönen. (2008) Teachers’ perceptions of boys’ and girls’ shared activities in the school context: towards a theory of collaborative play. Teachers and Teaching 14:5-6, pages 391-409.
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Moshe Barak & Larisa Shakhman. (2008) Fostering higher‐order thinking in science class: teachers’ reflections. Teachers and Teaching 14:3, pages 191-208.
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Koen Lombaerts, Nadine Engels & Johan Vanderfaeillie. (2007) Exploring Teachers’ Actions to Promote Self-Regulated Learning Practices in Primary School. The Australian Educational and Developmental Psychologist 24:2, pages 4-24.
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Jacobiene A. Meirink, Paulien C. Meijer & Nico Verloop. (2007) A closer look at teachers’ individual learning in collaborative settings. Teachers and Teaching 13:2, pages 145-164.
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HelmaW. Oolbekkink‐Marchand, JanH. van Driel & Nico Verloop. (2006) A breed apart? A comparison of secondary and university teachers' perspectives on self‐regulated learning. Teachers and Teaching 12:5, pages 593-614.
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