Citations (11)
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Read on this site (4)
Deesha Chadha. (2021) Continual professional development for science lecturers: using professional capital to explore lessons for academic development. Professional Development in Education 0:0, pages 1-16.
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Miriam Hamilton. (2020) Evidence-based portfolios: a cross-sectoral approach to professional development among teachers. Professional Development in Education 46:1, pages 160-174.
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Miriam Hamilton. (2018) Pedagogical transitions among science teachers: how does context intersect with teacher beliefs?. Teachers and Teaching 24:2, pages 151-165.
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Julie A. Luft, Shannon L. Dubois, Ryan S. Nixon & Benjamin K. Campbell. (2015) Supporting newly hired teachers of science: attaining teacher professional standards. Studies in Science Education 51:1, pages 1-48.
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Articles from other publishers (7)
Guopeng Fu & Anthony Clarke. (2023)
Connected by emotion: Teacher agency in an online science education course during
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Laura Martín-Ferrer, Elizabeth Hufnagel, Arnau Amat, Mariona Espinet & Alberto Bellocchi. 2023. Challenges in Science Education. Challenges in Science Education
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Deesha Chadha. (2020) How Do We Prepare to Teach? Exploring Science Lecturers’ Authentic Approaches to Teaching in Higher Education. Research in Science Education 52:2, pages 635-653.
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Kathleen M. Muldoon. (2022)
IMPROVing
communication about diversity, equity, and inclusion in health professions education
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J H Nunaki, S I R Siagian, E Nusantari, N Y Kandowangko & I Damopolii. (2020) Fostering students’ process skills through inquiry-based science learning implementation. Journal of Physics: Conference Series 1521:4, pages 042030.
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Elizabeth Hufnagel. (2019) The “Subtext of Everything”: High School Science Teachers’ Views of Emotions and Their Related Teaching Practices. Canadian Journal of Science, Mathematics and Technology Education 19:4, pages 430-445.
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Dennis W. Smithenry, Jessica Prouty & Brenda M. Capobianco. (2012) Collaboratively Exploring the Use of a Video Case-Based Book as a Professional Development Tool. Journal of Science Education and Technology 22:5, pages 735-750.
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