Δευτέρα 18 Μαρτίου 2013

Teaching and Teacher Education

Teaching and Teacher Education


  Vol. 32, n°4 mars 2013

 
  • What about language while equitably assessing science?: Case studies of preservice teachers' evolving expertise, Edward G. Lyon
  • Predicting teachers' achievement goals for teaching: The role of perceived school goal structure and teachers' sense of efficacy, YoonJung Cho, Sungok Serena Shim
  • Subjective well-being of Hong Kong Chinese teachers: The contribution of gratitude, forgiveness, and the orientations to happiness, David W. Chan
  • Leveraging cultural resources through teacher pedagogical reasoning: Elementary grade teachers analyze second language learners' science problem solving, Cory A. Buxton, Alejandra Salinas, Margarette Mahotiere, Okhee Lee, Walter G. Secada
  • I think I can engage my students. Teachers' perceptions of student engagement and their beliefs about being a teacher, Jolien M. van Uden, Henk Ritzen, Jules M. Pieters
  • Job satisfaction and teacher–student relationships across the teaching career: Four case studies, Ietje Veldman, Jan van Tartwijk, Mieke Brekelmans, Theo Wubbels
  • Educational equality or social mobility: The value conflict between preservice teachers and the Free Teacher Education Program in China, Dan Wang, Manman Gao
  • Getting personal with teacher burnout: A longitudinal study on the development of burnout using a person-based approach, Daniel Hultell, Bo Melin, J. Petter Gustavsson
  • The impact of the type of projects on preservice teachers' conceptualization of service learning, Demet Seban
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 http://www.sciencedirect.com/science/journal/0742051X/32

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