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Citations (63)
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Sokhom Chan, Sorakrich Maneewan & Ravinder Koul. (2023) Teacher educators’ teaching styles: relation with learning motivation and academic engagement in pre-service teachers. Teaching in Higher Education 28:8, pages 2044-2065.
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Joseph T. Wong, Nu N. Bui, Damani T. Fields & Bradley S. Hughes. (2023) A Learning Experience Design Approach to Online Professional Development for Teaching Science through the Arts: Evaluation of Teacher Content Knowledge, Self-Efficacy and STEAM Perceptions. Journal of Science Teacher Education 34:6, pages 593-623.
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Ivana Matić, Renata Škrbić, Jelena Kerkez & Mila Veselinović. (2023) Self-assessment of teacher efficacy in Serbia: Serbian adaptation of the Teacher Efficacy for Inclusive Practice (TEIP) scale. European Journal of Special Needs Education 38:4, pages 497-510.
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Xiaojing Wang, Fan Fang & Tariq Elyas. (2023) ‘I have survived and become more confident’: effects of in-service TKT-based training on primary school English teachers’ professional beliefs and self-efficacy. Cambridge Journal of Education 53:4, pages 511-532.
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Bing Wu & Wei Chen. (2023) Factors affecting MOOC teacher effectiveness from the perspective of professional capital. Behaviour & Information Technology 42:5, pages 498-513.
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Dayna Jean DeFeo, Behailu Mammo & Trang C. Tran. (2023) Developing Preservice Mathematics Teachers' Self-Efficacy Through Peer Tutoring. The Teacher Educator 58:2, pages 153-177.
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S. Michael Putman, Anne H. Cash & Drew Polly. (2023) Development of Teacher Education Candidates’ Self-Efficacy for Culturally Responsive Teaching Through Extended Clinical Experiences. Action in Teacher Education 45:2, pages 142-158.
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Sokhom Chan, Sorakrich Maneewan & Ravinder Koul. (2023) An examination of the relationship between the perceived instructional behaviours of teacher educators and pre-service teachers’ learning motivation and teaching self-efficacy. Educational Review 75:2, pages 264-286.
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Kang Ma, Michael Cavanagh & Anne Mcmaugh. (2022) Sources of pre-service teacher self-efficacy: a longitudinal qualitative inquiry. Asia Pacific Journal of Education 0:0, pages 1-16.
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Benjamin Luke Moorhouse. (2022) Teaching abroad during initial teacher education: the effects as perceived by recently qualified teachers on their preparedness for teaching. Asia Pacific Journal of Education 42:4, pages 760-771.
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Elizabeth A. Cutrer-Párraga, Kendra M. Hall-Kenyon, Erica Ellsworth Miller, Morgan Christensen, Jessi Collins, Emily Reed & Tyler Beer. (2022) Mentor teachers modeling: affordance or constraint for special education pre-service teachers in the practicum setting?. Teacher Development 26:4, pages 587-605.
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Shiyi Chen, Rachel Louise Geesa, Burcu Izci & Hyuksoon Song. (2022) Investigating Preservice Teachers’ Science and Mathematics Teaching Efficacy, Challenges, and Support. The Teacher Educator 57:3, pages 304-324.
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Sokhom Chan, Sorakrich Maneewan & Ravinder Koul. (2021) Cooperative learning in teacher education: its effects on EFL pre-service teachers’ content knowledge and teaching self-efficacy. Journal of Education for Teaching 47:5, pages 654-667.
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Harald Eriksen, Eli Lejonberg, Megan Tschannen-Moran, Knut-Andreas Christophersen & Eyvind Elstad. (2021) Learners Providing Feedback on Teaching: Pre-service Teachers’ Perceptions of a Teacher Assessment Arrangement. Scandinavian Journal of Educational Research 65:6, pages 1097-1113.
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Benjamin Luke Moorhouse. (2021) Beginning teaching during COVID-19: newly qualified Hong Kong teachers’ preparedness for online teaching. Educational Studies 0:0, pages 1-17.
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Sabine Saade, Yvette F. Bean, Kristen Gillespie-Lynch, Nathalie Poirier & Ashley J. Harrison. (2021) Can participation in an online ASD training enhance attitudes toward inclusion, teaching self-Efficacy and ASD knowledge among preservice educators in diverse cultural contexts?. International Journal of Inclusive Education 0:0, pages 1-16.
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Rinat Michael, Michal Levi-Keren, Meira Efrati-Virtzer & Rachel Gali Cinamon. (2020) The contribution of field experience in special education programs and personal variables to the teaching self-efficacy of higher education students. Teacher Development 24:2, pages 223-241.
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Articles from other publishers (46)
Vassiliki Balaska & Aspasia Dania. (2023) Preservice Physical Education Teachers’ Resistance to Change: The Importance of Occupational Socialization Experiences. Trends in Higher Education 2:4, pages 585-598.
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Benjamin Luke Moorhouse, Lucas Kohnke & Thomas K. F. Chiu. (2023) Developing a Context- and Subject-Specific Professional Digital Competence Framework for Beginning English Language Teachers in Hong Kong. The Asia-Pacific Education Researcher.
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Tyler S. Love, Doris Lee & Mary Napoli. (2023) Integrating Science Concepts Through Poetry: A Study Comparing Online and Face-to-Face Teaching Methods Courses for Pre-Service Elementary Educators. Journal of Science Education and Technology.
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Sog Yee Mok, Daniela Rupp & Doris Holzberger. (2023) What kind of individual support activities in interventions foster pre-service and beginning teachers’ self-efficacy? A meta-analysis. Educational Research Review 40, pages 100552.
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Annette‐Pascale Denfeld, Esther T. Canrinus & Inger Marie Dalehefte. (2023) Teacher identity in work with students' psychosocial environment: A systematic review of quantitative research. Psychology in the Schools.
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Georgios Tsakirakis. 2023. Inclusive Phygital Learning Approaches and Strategies for Students With Special Needs. Inclusive Phygital Learning Approaches and Strategies for Students With Special Needs
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Hilal Kazu & Serkan Pullu. (2023) Cognitive Flexibility Levels and Self-Efficacy Perceptions of Preservice Teachers. Discourse and Communication for Sustainable Education 14:1, pages 36-47.
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JiaLi Huang, Guoyuan Sang & Wenjie He. (2023) Motivation to teach and preparedness for teaching among preservice teachers in China: The effect of conscientiousness and constructivist teaching beliefs. Frontiers in Psychology 14.
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Benjamin Dreer. (2023) Witnessing well-being in action: Observing teacher well-being during field experiences predicts student teacher well-being. Frontiers in Education 8.
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Tuba Aydin Güngör. (2023) PERSPECTIVES OF TEACHERS AND SCHOOL ADMINISTRATORS ON CONTRACT TEACHING. Problems of Education in the 21st Century 81:1, pages 9-26.
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Tyler S. Love, Mary Napoli & Doris Lee. (2023) Examining pre‐service elementary educators' perceptions of teaching science when integrated with poetry. School Science and Mathematics 123:2, pages 42-53.
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Wendy Symes, Rebecca Lazarides & Isabell Hußner. (2023) The development of student teachers’ teacher self-efficacy before and during the COVID-19 pandemic. Teaching and Teacher Education 122, pages 103941.
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Aykut ŞAHİN & Yunus Emre KARAKAYA. (2023) BEDEN EĞİTİMİ VE SPOR ÖĞRETMENİ ADAYLARININ EPİSTEMOLOJİK İNANÇLARI İLE ÖZ-YETERLİKLERİ ARASINDAKİ İLİŞKİNİN İNCELENMESİEXAMINATION OF THE RELATIONSHIP BETWEEN EPISTEMOLOGICAL BELIEFS AND SELF-EFFICIENCY OF PROSPECTIVE PHYSICAL EDUCATION AND SPORTS TEACHERS. Elektronik Sosyal Bilimler Dergisi 22:85, pages 47-63.
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Siping Wu, Xiaoshuang Zhu, Guoxiu Tian & Xiaowei Kang. (2023) Exploring the Relationships between Pre-Service Preparation and Student Teachers’ Social-Emotional Competence in Teacher Education: Evidence from China. Sustainability 15:3, pages 2172.
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Debra Donnelly, John Fischetti, Susan Ledger & Gideon Boadu. 2023. Work-Integrated Learning Case Studies in Teacher Education. Work-Integrated Learning Case Studies in Teacher Education
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Aoife K. Ahern & Katherine S. Smith. (2022) Promoting equitable literacy expectations in CLIL. AILA Review 35:2, pages 297-320.
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Li Kan, Sheila Degotardi & Hui Li. (2022) The impact of COVID-19 on the delivery of preservice teacher education: a scoping review. Asia Pacific Education Review.
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Nika Kvaššayová, Martin Cápay, Štefan Petrík, Magdaléna Bellayová & Eva Klimeková. (2022) Experience with Using BBC Micro:Bit and Perceived Professional Efficacy of Informatics Teachers. Electronics 11:23, pages 3963.
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Dekant KIRAN. (2022) A Quantitative Investigation of Final Year Preservice Science Teachers’ Sources of Self-Efficacy Beliefs. International Journal of Contemporary Educational Research 8:4, pages 47-58.
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Angelica Moè, Piermarco Consiglio & Idit Katz. (2022) Exploring the circumplex model of motivating and demotivating teaching styles: The role of teacher need satisfaction and need frustration. Teaching and Teacher Education 118, pages 103823.
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Isabell Hußner, Rebecca Lazarides & Andrea Westphal. (2022) COVID-19-bedingte Online- vs. Präsenzlehre: Differentielle Entwicklungsverläufe von Beanspruchung und Selbstwirksamkeit in der Lehrkräftebildung?Face-to-face vs. online teaching in the COVID-19 pandemic: Differential development of burnout and self-efficacy in teacher training?. Zeitschrift für Erziehungswissenschaft 25:5, pages 1243-1266.
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Irene García-Lázaro, María Pilar Colás-Bravo & Jesús Conde-Jiménez. (2022) The Impact of Perceived Self-Efficacy and Satisfaction on Preservice Teachers’ Well-Being during the Practicum Experience. Sustainability 14:16, pages 10185.
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Johannes König, Kristina Gerhard & Daniela J. Jäger-Biela. (2022) Practical learning opportunities and changes in teachers’ self-efficacy beliefs: Does the development of bachelor student teachers’ competence differ before and during COVID-19?. Zeitschrift für Bildungsforschung 12:2, pages 217-234.
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Ragan H. McLeod, Jessica K. Hardy & Michelle M. Sands. (2021) Preparation of Early Childhood Special Education Personnel: Alignment with Personnel Preparation Guidance. Early Childhood Education Journal 50:6, pages 1011-1020.
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Elmedina Nikoçeviq-Kurti. (2022) Predictive Power of Five-Factor Mentoring Model on Student Teachers’ Teaching Self-Efficacy Beliefs. European Journal of Educational Research 11:3, pages 1245-1257.
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Joo-Young Jung & Jeong-Gil Woo. (2022) Structural Model Analysis of Factors Affecting Sustainable Teacher Job Satisfaction in Korea: Evidence from TALIS 2018. Sustainability 14:13, pages 8014.
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Trinh Quoc, Nguyen Thi & Le Thanh. (2022) EFL Teachers’ Self-Efficacy and Classroom Management: Perceptions, Practices and Reflections on Professional Learning and Development. European Journal of English Language Studies 2:1, pages 1-15.
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Yuko Iwai. (2022) Diversities in Teacher Education. International Journal of Bias, Identity and Diversities in Education 7:1, pages 1-16.
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Donna Pendergast, Mia O’Brien, Sarah Prestridge & Beryl Exley. (2022) Self-Efficacy in a 3-Dimensional Virtual Reality Classroom—Initial Teacher Education Students’ Experiences. Education Sciences 12:6, pages 368.
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Tori Hollas, Mae Lane, Jaime Coyne & Christina Ellis. 2022. Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies. Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies
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Bin Ai, Xueshan Li & Guofang Li. (2022) When City Meets Rural: Exploring Pre-Service Teachers’ Identity Construction When Teaching in Rural Schools. SAGE Open 12:1, pages 215824402210799.
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Benjamin Luke MoorhouseBenjamin Luke Moorhouse. 2022. Teaching Abroad During Initial Teacher Education. Teaching Abroad During Initial Teacher Education
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Benjamin Luke MoorhouseBenjamin Luke Moorhouse. 2022. Teaching Abroad During Initial Teacher Education. Teaching Abroad During Initial Teacher Education
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Benjamin Luke MoorhouseBenjamin Luke Moorhouse. 2022. Teaching Abroad During Initial Teacher Education. Teaching Abroad During Initial Teacher Education
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Benjamin L. Moorhouse & Kevin M. Wong. 2022. The Use of Technology in English Medium Education. The Use of Technology in English Medium Education
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Trinh Quoc & Le Thanh. (2021) English as a Foreign Language High School Teachers’ Expectations of Continuing Professional Development Activities. European Journal of English Language Studies 1:1, pages 25-35.
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Yan Gao, Bernard Gumah, Nora B. Kulbo, Prince Clement Addo, Dora B. Kulbo & Maxwell A. Aziabah. (2021) Predictors of Teachers’ Self-Efficacy in Teaching EFL: An Examination of “Nativeness” and Teachers’ Training. Frontiers in Education 6.
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Özge GÜN, Burçin ACAR-ŞEŞEN, Cansel AKBULUT, Ayla ÇETİN-DİNDAR & Zehra MOLU. (2021) Fen Bilimleri ve İlköğretim Matematik Öğretmen Adaylarının Öz-Yeterlik İnançları ile Öz-Yeterlik Kaynaklarının İncelenmesi. Yuzunci Yil Universitesi Egitim Fakultesi Dergisi, pages 47-69.
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Xiao Liang & Oscar O. Bautista. (2021) Analysis on the difference of college teachers’ professional pressure and strategies to improve teachers’ mental health under the expectancy theory. Work 69:2, pages 543-557.
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Ümran ÜSTÜNBAŞ & Nuray ALAGÖZLÜ. (2021) Efficacy Beliefs and Metacognitive Awareness in English Language Teaching and Teacher Educationİngilizce Öğretmenliği ve Öğretmen Eğitiminde Öz-Yeterlik İnançları ve Üst Bilişsel Farkındalık. Bartın Üniversitesi Eğitim Fakültesi Dergisi 10:2, pages 267-280.
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Denise Depping, Timo Ehmke & Michael Besser. (2021) Aus „Erfahrung“ wird man selbstwirksam, motiviert und klug: Wie hängen unterschiedliche Komponenten professioneller Kompetenz von Lehramtsstudierenden mit der Nutzung von Lerngelegenheiten zusammen?One learns by experience—and becomes self-efficacious as well as motivated. How do different components of student teachers’ professional competence relate to the use of learning opportunities?. Zeitschrift für Erziehungswissenschaft 24:1, pages 185-211.
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Sina Fackler, Pamela Sammons & Lars‐Erik Malmberg. (2020) A comparative analysis of predictors of teacher self‐efficacy in student engagement, instruction and classroom management in Nordic, Anglo‐Saxon and East and South‐East Asian countries. Review of Education 9:1, pages 203-239.
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Karen De Coninck, Joan Walker, Benjamin Dotger & Ruben Vanderlinde. (2020) Measuring student teachers’ self-efficacy beliefs about family-teacher communication: Scale construction and validation. Studies in Educational Evaluation 64, pages 100820.
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Raúl Alberto Mora, Claudia Cañas, Ana Karina Rodríguez & Natalia Andrea Salazar. 2020. Teaching Literacy in the Twenty-First Century Classroom. Teaching Literacy in the Twenty-First Century Classroom
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Eduardo Chaves-Barboza, Tomás Solá-Martínez, José-Antonio Marín-Marín & Mariano Sanz-Prieto. (2019) Self-Efficacy of Teachers in Initial Training: A Comparison between the Populations of Two Universities. Education Sciences 9:3, pages 188.
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Mustafa Cansiz & Nurcan Cansiz. (2019) How Do Sources of Self-Efficacy Predict Preservice Teachers’ Beliefs Related to Constructivist and Traditional Approaches to Teaching and Learning?. SAGE Open 9:4, pages 215824401988512.
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