Citations (45)
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Karolien Keppens, Els Consuegra & Ruben Vanderlinde. (2021) Exploring student teachers’ professional vision of inclusive classrooms in primary education. International Journal of Inclusive Education 25:9, pages 1091-1107.
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Kathleen Horgan & Fíodhna Gardiner-Hyland. (2019) Irish student teachers’ beliefs about self, learning and teaching: a longitudinal study. European Journal of Teacher Education 42:2, pages 151-174.
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J. C. Go$suffix/text()$suffix/text(). (2018) Critical thinking and Catholic religious education: an empirical research report from the Philippines. International Studies in Catholic Education 10:2, pages 184-202.
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Ivar Bråten, Krista R. Muis & Alina Reznitskaya. (2017) Teachers' Epistemic Cognition in the Context of Dialogic Practice: A Question of Calibration?. Educational Psychologist 52:4, pages 253-269.
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Teresa R. Fisher-Ari & Heather L. Lynch. (2015) Archeology, legos, and haunted houses: novice teachers’ shifting understandings of self and curricula through metaphor. Journal of Curriculum Studies 47:4, pages 529-552.
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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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Gürcü Erdamar & Gülgün Alpan. (2013) Examining the epistemological beliefs and problem solving skills of preservice teachers during teaching practice. Teaching in Higher Education 18:2, pages 129-143.
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A.M. Thomas. (2012) Zambian teachers’ perceptions of expert teaching: resourcefulness, punctuality, and sobriety. International Journal of Qualitative Studies in Education 25:5, pages 583-600.
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Samantha
Elizabeth McMahon. (2012) Doctors diagnose, teachers label: the unexpected in pre-service teachers’ talk about labelling children with ADHD. International Journal of Inclusive Education 16:3, pages 249-264.
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Ching
Sing Chai, Benjamin Wong & Timothy Teo. (2011) Singaporean pre-service teachers’ beliefs about epistemology, teaching and learning, and technology. Teacher Development 15:4, pages 485-498.
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Lori Olafson, Gregory Schraw, Michelle Vander Veldt & Jennifer Ponder. (2011) Worth the Hassles: The Impact of Social Action Projects on Teachers' Beliefs and Practices. Action in Teacher Education 33:1, pages 108-124.
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Mustafa
Sami Topcu. (2011) Turkish elementary student teachers’ epistemological beliefs and moral reasoning. European Journal of Teacher Education 34:1, pages 99-125.
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FlorianC. Feucht & LisaD. Bendixen. (2010) Exploring Similarities and Differences in Personal Epistemologies of U.S. and German Elementary School Teachers. Cognition and Instruction 28:1, pages 39-69.
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Audrey Friedman & Lea Schoen. (2009) Reflective Practice Interventions: Raising Levels of Reflective Judgment. Action in Teacher Education 31:2, pages 61-73.
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Mary Ryan, Suzanne Carrington, Gitta Selva & Annah Healy. (2009) Taking a ‘reality’ check: Expanding pre-service teachers' views on pedagogy and diversity. Asia-Pacific Journal of Teacher Education 37:2, pages 155-173.
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Christine Sleeter. (2009) Developing Teacher Epistemological Sophistication about Multicultural Curriculum: A Case Study. Action in Teacher Education 31:1, pages 3-13.
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Paola Iannone & AnneD. Cockburn. (2008) “If you can count to ten you can count to infinity really”: fostering conceptual mathematical thinking in the first year of primary school. Research in Mathematics Education 10:1, pages 37-51.
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Ozgul Yilmaz‐Tuzun & Mustafa Sami Topcu. (2008) Relationships among Preservice Science Teachers’ Epistemological Beliefs, Epistemological World Views, and Self‐efficacy Beliefs. International Journal of Science Education 30:1, pages 65-85.
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Deborah Helsing. (2007) Style of Knowing Regarding Uncertainties. Curriculum Inquiry 37:1, pages 33-70.
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Ching Sing Chai, Myint Swe Khine & Timothy Teo. (2006) Epistemological beliefs on teaching and learning: a survey among pre‐service teachers in Singapore. Educational Media International 43:4, pages 285-298.
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Joanne Brownlee & Donna Berthelsen. (2006) Personal epistemology and relational pedagogy in early childhood teacher education programs. Early Years 26:1, pages 17-29.
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BonitaC. White. (2002) Constructing Constructivist Teaching: Reflection as research. Reflective Practice 3:3, pages 307-326.
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Articles from other publishers (23)
Janina Uszyńska-Jarmoc & Beata Kunat. (2019) Students and Teachers Implicit and Explicit Theories of Creativity. Creativity. Theories – Research - Applications 6:2, pages 223-249.
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Thomas A. Lucey. 2016. International Handbook of Financial Literacy. International Handbook of Financial Literacy
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Joke Voogt, Therese Laferrière, Alain Breuleux, Rebecca C. Itow, Daniel T. Hickey & Susan McKenney. (2015) Collaborative design as a form of professional development. Instructional Science 43:2, pages 259-282.
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Guadalupe López-Íñiguez & Juan Ignacio Pozo. (2014) The influence of teachers’ conceptions on their students’ learning: Children's understanding of sheet music. British Journal of Educational Psychology 84:2, pages 311-328.
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Petros Pashiardis, Panayiota Kendeou, Athena Michaelidou & Eleni Lytra. 2014. Modeling School Leadership across Europe. Modeling School Leadership across Europe
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Gregory Schraw. (2013) Conceptual Integration and Measurement of Epistemological and Ontological Beliefs in Educational Research. ISRN Education 2013, pages 1-19.
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Tomáš Svatoš. (2013) A student teacher on the pathway to teaching profession: Reviewing research and proposing a model. Pedagogická orientace 23:6, pages 786-809.
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백병부 & Youl-Kwan Sung. (2011) An Analysis of Determinant Factors on Teachers' Beliefs and Attitudes: With Regard to Professional Development for School Innovation. The Journal of Korean Teacher Education 28:3, pages 101-125.
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Michael J. Jacobson, Hyo-Jeong So, Timothy Teo, June Lee, Suneeta Pathak & Hans Lossman. (2010) Epistemology and learning: Impact on pedagogical practices and technology use in Singapore schools. Computers & Education 55:4, pages 1694-1706.
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Thomas A. Lucey, Doug Hatch & Duane Giannangelo. (2010) In Search of Understandings: Knowledge of US History up to 1877 among Preservice Teachers at Three Universities. Citizenship, Social and Economics Education 9:3, pages 156-169.
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Anne Jordan, Eileen Schwartz & Donna McGhie-Richmond. (2009) Preparing teachers for inclusive classrooms. Teaching and Teacher Education 25:4, pages 535-542.
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Mary Ryan & Annah Healy. (2009) It's not all about school: Ways of disrupting pre-service teachers' perceptions of pedagogy and communication. Teaching and Teacher Education 25:3, pages 424-429.
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Gregory Schraw, Kent J. Crippen & Kendall Hartley. (2006) Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning. Research in Science Education 36:1-2, pages 111-139.
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Lori Olafson & Gregory Schraw. (2006) Teachers’ beliefs and practices within and across domains. International Journal of Educational Research 45:1-2, pages 71-84.
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Emad M. Alghazo. (2016) Special Education Teacher Perceptions Towards Effective Instructional Practices in the United Arab Emirates (UAE). Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 28:3-4, pages 221-229.
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Gregory Schraw & Gale M. Sinatra. (2004) Epistemological development and its impact on cognition in academic domains. Contemporary Educational Psychology 29:2, pages 95-102.
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Anne Jordan & Paula Stanovich. (2003) Teachers' personal epistemological beliefs about students with disabilities as indicators of effective teaching practices. Journal of Research in Special Educational Needs 3:1.
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