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Teacher Development
An international journal of teachers' professional development
Volume 17, 2013 - Issue 4
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Articles

Prospective teachers’ goal orientation: an examination of different teachers’ typologies with respect to motivations and beliefs about teaching

Margareta Maria ThomsonElementary Education Department, North Carolina State University, Raleigh, NC, USA.Correspondence[email protected]
&
Ellen McIntyreAcademic Affairs, North Carolina State University, Raleigh, NC, USA.
Pages 409-430 | Received 04 Aug 2011, Accepted 13 Mar 2013, Published online: 09 Jun 2013

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Read on this site (8)

Sami Mahajna, Ayman Agbaria & Mohanad Mustafa. (2022) Same route, different destinations: a cluster analysis of student-teacher types among Palestinian student-teachers living in Israel. Irish Educational Studies 0:0, pages 1-17.
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Eduardo Cavieres-Fernández & Carlos Urrutia. (2021) Enacting Student Teachers’ Beliefs in an Accountability Policy Context in Chile. The Teacher Educator 56:1, pages 83-100.
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Corey Palermo & Margareta Maria Thomson. (2019) Large-scale assessment as professional development: teachers’ motivations, ability beliefs, and values. Teacher Development 23:2, pages 192-212.
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Margareta Maria Thomson & Corey J. Palermo. (2018) Using an Expectancy-Value Model to Understand Teaching Motivation among Nontraditional Preservice Teachers: A Phenomenological Study Approach. Action in Teacher Education 40:2, pages 151-168.
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Agnese Karaseva, Pille Pruulmann-Vengerfeldt & Andra Siibak. (2018) Relationships between in-service teacher achievement motivation and use of educational technology: case study with Latvian and Estonian teachers. Technology, Pedagogy and Education 27:1, pages 33-47.
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Sarah Quebec Fuentes & Mark Bloom. (2017) Reframing a problem: identifying the sources of conflict in a teacher education course. Educational Action Research 25:5, pages 687-703.
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Magdalena Mouralová, Michal Paulus & Arnošt Veselý. (2017) Teachers’ attitudes towards tracking: testing the socialization hypothesis. Teacher Development 21:2, pages 346-361.
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Margareta Maria Thomson. (2016) Metaphorical images of schooling: beliefs about teaching and learning among prospective teachers from the United States displaying different motivational profiles. Educational Psychology 36:3, pages 502-525.
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Articles from other publishers (7)

Margareta M. Thomson, Temple A. Walkowiak, Ashley N. Whitehead & Erin Huggins. (2020) Mathematics teaching efficacy and developmental trajectories: A mixed-methods investigation of novice K-5 teachers. Teaching and Teacher Education 87, pages 102953.
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Craig Skerritt. (2018) Discourse and teacher identity in business-like education. Policy Futures in Education 17:2, pages 153-171.
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Margareta M. Thomson, Erin Huggins & Wayne Williams. (2019) Developmental science efficacy trajectories of novice teachers from a STEM-Focused program: A longitudinal mixed-methods investigation. Teaching and Teacher Education 77, pages 253-265.
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Coral Campbell, Raphaela Porsch & Linda Hobbs. 2019. Examining the Phenomenon of “Teaching Out-of-field”. Examining the Phenomenon of “Teaching Out-of-field” 243 267 .
Margareta Maria Thomson, Daniell DiFrancesca, Sarah Carrier, Carrie Lee & Temple A. Walkowiak. (2018) Changes in Teaching Efficacy Beliefs among Elementary Preservice Teachers from a STEM-focused Program: Case Study Analysis. Journal of Interdisciplinary Teacher Leadership 1:3, pages 29-43.
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Geert Kelchtermans & Ann Deketelaere. 2016. International Handbook of Teacher Education. International Handbook of Teacher Education 429 461 .
Margareta Maria Thomson & Corey Palermo. (2014) Preservice teachers' understanding of their professional goals: Case studies from three different typologies. Teaching and Teacher Education 44, pages 56-68.
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