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Context Matters: Contextual Factors Informing Mentoring in Art Initial Teacher Education
Context Matters: Contextual Factors Informing Mentoring in Art Initial Teacher Education
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Context Matters: Contextual Factors Informing Mentoring in Art Initial Teacher Education

Becher, Ayelet ; Orland-Barak, Lily

Journal of teacher education, 2018-11, Vol.69 (5), p.477-492 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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2
Modeling and Measuring the Structure of Professional Vision in Preservice Teachers
Modeling and Measuring the Structure of Professional Vision in Preservice Teachers
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Modeling and Measuring the Structure of Professional Vision in Preservice Teachers

Seidel, Tina ; Stürmer, Kathleen

American educational research journal, 2014-08, Vol.51 (4), p.739-771 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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3
Teacher Efficacy Research 1998—2009: Signs of Progress or Unfulfilled Promise?
Teacher Efficacy Research 1998—2009: Signs of Progress or Unfulfilled Promise?
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Teacher Efficacy Research 1998—2009: Signs of Progress or Unfulfilled Promise?

Klassen, Robert M. ; Tze, Virginia M. C. ; Betts, Shea M. ; Gordon, Kelly A.

Educational psychology review, 2011-03, Vol.23 (1), p.21-43 [Periódico revisado por pares]

Boston: Springer

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4
Towards the inclusion of a gender perspective in arts projects: a case study in secondary teacher training
Towards the inclusion of a gender perspective in arts projects: a case study in secondary teacher training
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Towards the inclusion of a gender perspective in arts projects: a case study in secondary teacher training

Gillanders, Carol ; Franco Vázquez, Carmen

Gender and education, 2020-08, Vol.32 (6), p.767-783 [Periódico revisado por pares]

Abingdon: Routledge

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5
Drama integration across subjects, grades, and learners: insights from new teachers as inquiring reflective practitioners
Drama integration across subjects, grades, and learners: insights from new teachers as inquiring reflective practitioners
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Drama integration across subjects, grades, and learners: insights from new teachers as inquiring reflective practitioners

Sanchez, Sergio L. ; Athanases, Steven Z. ; Cahalan, Ofir L. ; Houk, Julia G.

Arts education policy review, 2023-07, Vol.124 (3), p.201-219 [Periódico revisado por pares]

Washington: Routledge

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6
Teacher-artist partnership as teacher professional development
Teacher-artist partnership as teacher professional development
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Teacher-artist partnership as teacher professional development

Morrissey, Dorothy ; Kenny, Ailbhe

Irish educational studies, 2023-01, Vol.42 (1), p.59-77 [Periódico revisado por pares]

Dublin: Routledge

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7
Managing cognitive dissonance in art teacher education
Managing cognitive dissonance in art teacher education
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Managing cognitive dissonance in art teacher education

Heaton, Rebecca ; Quan, Shannon Chan Lai

Cambridge journal of education, 2023-07, Vol.53 (4), p.473-494 [Periódico revisado por pares]

Cambridge: Routledge

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8
Improving Teacher Feedback During Active Learning: Effects of a Professional Development Program
Improving Teacher Feedback During Active Learning: Effects of a Professional Development Program
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Improving Teacher Feedback During Active Learning: Effects of a Professional Development Program

Van den Bergh, Linda ; Ros, Anje ; Beijaard, Douwe

American educational research journal, 2014-08, Vol.51 (4), p.772-809 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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9
Turning stage fright into stage might: Pre-service drama teachers developing ideas about pedagogy, authenticity and relationships
Turning stage fright into stage might: Pre-service drama teachers developing ideas about pedagogy, authenticity and relationships
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Turning stage fright into stage might: Pre-service drama teachers developing ideas about pedagogy, authenticity and relationships

Gray, Christina ; Egeberg, Helen ; Green, Tammy

The Australian journal of education, 2022-08, Vol.66 (2), p.140-153 [Periódico revisado por pares]

Camberwell, Vic: SAGE Publications

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10
A cross-cultural examination of the intention to use technology between Singaporean and Malaysian pre-service teachers: an application of the Technology Acceptance Model (TAM)
A cross-cultural examination of the intention to use technology between Singaporean and Malaysian pre-service teachers: an application of the Technology Acceptance Model (TAM)
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A cross-cultural examination of the intention to use technology between Singaporean and Malaysian pre-service teachers: an application of the Technology Acceptance Model (TAM)

Teo, Timothy ; Luan, Wong Su ; Sing, Chai Ching

Educational technology & society, 2008-10, Vol.11 (4), p.265-280 [Periódico revisado por pares]

Palmerston North: International Forum of Educational Technology & Society

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