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Teachers and Teaching
theory and practice
Volume 22, 2016 - Issue 7
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Articles

Teacher collaborative inquiry in the context of literacy education: examining the effects on teacher self-efficacy, instructional and assessment practices

Katia CiampaSchool of Education, Hospitality and Continuing Studies, Widener University, Chester, PA, USACorrespondence[email protected]
&
Tiffany L. GallagherTeacher Education Department, Brock University, Catharines, Canada
Pages 858-878 | Received 14 Aug 2014, Accepted 01 May 2015, Published online: 23 May 2016

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Ayça Aslan, İsmail Hakkı Erten & Kenan Dikilitaş. (2022) In-Service EFL teachers’ engagement in reflexive practice via video enhanced observation. Reflective Practice 23:3, pages 422-436.
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Zinab A. Alzayed & Rashid H. Alabdulkareem. (2021) Enhancing cognitive presence in teachers’ professional learning communities via reflective practice. Journal of Education for Teaching 47:1, pages 18-31.
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Pamela Beach & Jen McConnel. (2019) Eye tracking methodology for studying teacher learning: a review of the research. International Journal of Research & Method in Education 42:5, pages 485-501.
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Articles from other publishers (14)

Jaehong Jang, Hawon Yoo & Ksan Rubadeau. (2023) Profiles of instructional practices and associations with teachers’ self-efficacy, classroom autonomy, teacher collaboration, and school climate in Korea. Asia Pacific Education Review.
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Mary Ryan & Graham D. Hendry. (2022) Sources of teacher efficacy in teaching reading: success, sharing, and support. The Australian Journal of Language and Literacy 46:1, pages 1-14.
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Salomé Villa Larenas & Tineke Brunfaut. (2022) But who trains the language teacher educator who trains the language teacher? An empirical investigation of Chilean EFL teacher educators’ language assessment literacy. Language Testing, pages 026553222211342.
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Harsha N. Perera, Alireza Maghsoudlou, Chyna J. Miller, Peter McIlveen, Danette Barber, Rachel Part & Ana L. Reyes. (2022) Relations of science teaching self-efficacy with instructional practices, student achievement and support, and teacher job satisfaction. Contemporary Educational Psychology 69, pages 102041.
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Jaehong Jang, Hawon Yoo & Ksan Rubadeau. (2022) How teacher collaboration profiles connect to literacy instructional practices: evidence from PISA 2018 outcomes for Korea. International Journal of Educational Research 114, pages 102010.
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Loes de Jong, Jacobiene Meirink & Wilfried Admiraal. (2022) School-based collaboration as a learning context for teachers: A systematic review. International Journal of Educational Research 112, pages 101927.
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Lennart Jølle & Gustaf B. Skar. 2021. Morsmålsfaget som fag og forskningsfelt i Norden. Morsmålsfaget som fag og forskningsfelt i Norden 291 309 .
Wei Ching Lee, Li-Yi Wang & Der-Thanq Chen. (2019) A qualitative inquiry into the relationships between teacher efficacy beliefs and teaching task analysis in the context of learner-centred pedagogy. The Australian Educational Researcher 47:4, pages 611-628.
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Roos Van Gasse, Kristin Vanlommel, Jan Vanhoof & Peter Van Petegem. (2020) Teacher interactions in taking action upon pupil learning outcome data: A matter of attitude and self-efficacy?. Teaching and Teacher Education 89, pages 102989.
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Jose A. Rodriguez, Jose Luis Condom-Bosch, Laura Ruiz & Esther Oliver. (2020) On the Shoulders of Giants: Benefits of Participating in a Dialogic Professional Development Program for In-Service Teachers. Frontiers in Psychology 11.
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Katrina Bartow Jacobs. 2020. Teaching Literacy in the Twenty-First Century Classroom. Teaching Literacy in the Twenty-First Century Classroom 119 143 .
Nina Kolleck. (2019) Motivational Aspects of Teacher Collaboration. Frontiers in Education 4.
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Laurie A. Sharp, Rebekah Piper & Roberta D. Raymond. (2018) Are We Preparing Teachers for Literacy Leadership?. The Reading Teacher 72:2, pages 223-232.
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Roos Van Gasse, Kristin Vanlommel, Jan Vanhoof & Peter Van Petegem. (2017) Unravelling data use in teacher teams: How network patterns and interactive learning activities change across different data use phases. Teaching and Teacher Education 67, pages 550-560.
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