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1
Improving Learning in Uganda, Volume II: Problematic Curriculum Areas and Teacher Effectiveness, Insights from National Assessments
Improving Learning in Uganda, Volume II: Problematic Curriculum Areas and Teacher Effectiveness, Insights from National Assessments
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Improving Learning in Uganda, Volume II: Problematic Curriculum Areas and Teacher Effectiveness, Insights from National Assessments

CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank ;ISBN: 9780821398609 ;ISBN: 0821398601 ;ISBN: 0821398504 ;ISBN: 9780821398500 ;DOI: 10.1596/978-0-8213-9850-0

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2
lern.medien.werk.statt: Hochschullernwerkstätten in der Digitalität
lern.medien.werk.statt: Hochschullernwerkstätten in der Digitalität
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lern.medien.werk.statt: Hochschullernwerkstätten in der Digitalität

ISBN: 9783781524682 ;ISBN: 378152468X ;DOI: 10.35468/5904

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3
Developing the “Teacher Perceived Performance Scale” Assessing the Secondary School Teachers’ Perceived Performance in General Teacher Professional Competencies
Developing the “Teacher Perceived Performance Scale” Assessing the Secondary School Teachers’ Perceived Performance in General Teacher Professional Competencies
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Developing the “Teacher Perceived Performance Scale” Assessing the Secondary School Teachers’ Perceived Performance in General Teacher Professional Competencies

Hayef:journal of education, 2023-01, Vol.20 (1), p.85-92 [Peer Reviewed Journal]

ISSN: 2602-4829 ;EISSN: 2602-4829 ;DOI: 10.5152/hayef.2023.61

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4
Building professional learning communities of foreign language teachers in higher education
Building professional learning communities of foreign language teachers in higher education
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Building professional learning communities of foreign language teachers in higher education

Círculo de lingüística aplicada a la comunicación, 2020-12, Vol.84 (84), p.1-12

COPYRIGHT 2020 Universidad Complutense de Madrid ;Copyright Universidad Complutense de Madrid, Servicio de Publicaciones 2020 ;ISSN: 1576-4737 ;EISSN: 1576-4737 ;DOI: 10.5209/clac.72815

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5
The connection between perceived constructivist learning environments and faculty uncivil authoritarian behaviors
The connection between perceived constructivist learning environments and faculty uncivil authoritarian behaviors
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The connection between perceived constructivist learning environments and faculty uncivil authoritarian behaviors

Higher education, 2019-03, Vol.77 (3), p.437-454 [Peer Reviewed Journal]

Springer Nature B.V. 2019 ;Springer Science+Business Media B.V., part of Springer Nature 2018 ;COPYRIGHT 2019 Springer ;Higher Education is a copyright of Springer, (2018). All Rights Reserved. ;ISSN: 0018-1560 ;EISSN: 1573-174X ;DOI: 10.1007/s10734-018-0281-y

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6
Migrant and Non-Migrant Origin Pre-Service Teachers’ Beliefs about Multilingualism and Teaching in Multilingual Classrooms: Convergences and Divergences
Migrant and Non-Migrant Origin Pre-Service Teachers’ Beliefs about Multilingualism and Teaching in Multilingual Classrooms: Convergences and Divergences
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Migrant and Non-Migrant Origin Pre-Service Teachers’ Beliefs about Multilingualism and Teaching in Multilingual Classrooms: Convergences and Divergences

Darnioji daugiakalbystė, 2020-11, Vol.17 (1), p.102-123 [Peer Reviewed Journal]

ISSN: 2335-2027 ;EISSN: 2335-2027 ;DOI: 10.2478/sm-2020-0015

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7
Is Spanish Becoming more Gender Fair? A Historical Perspective on the Interpretation of Gender-specific and Gender-neutral Expressions
Is Spanish Becoming more Gender Fair? A Historical Perspective on the Interpretation of Gender-specific and Gender-neutral Expressions
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Is Spanish Becoming more Gender Fair? A Historical Perspective on the Interpretation of Gender-specific and Gender-neutral Expressions

Linguistik online, 2013-01, Vol.58 (1), p.99-117 [Peer Reviewed Journal]

COPYRIGHT 2013 Professor Elke Hentschel ;COPYRIGHT 2013 Professor Elke Hentschel ;ISSN: 1615-3014 ;EISSN: 1615-3014 ;DOI: 10.13092/lo.58.241

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8
Spanish language teachers’ pedagogical beliefs in Chinese universities
Spanish language teachers’ pedagogical beliefs in Chinese universities
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Spanish language teachers’ pedagogical beliefs in Chinese universities

Círculo de lingüística aplicada a la comunicación, 2020-10, Vol.84 (84), p.41-53

COPYRIGHT 2020 Universidad Complutense de Madrid ;Copyright Universidad Complutense de Madrid, Servicio de Publicaciones 2020 ;ISSN: 1576-4737 ;EISSN: 1576-4737 ;DOI: 10.5209/clac.71994

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9
PRE-SERVICE TEACHERS TRAINING FOR EFFICIENT HEALTH PROMOTING SCHOOL ACTIVITIES PERFORMANCE
PRE-SERVICE TEACHERS TRAINING FOR EFFICIENT HEALTH PROMOTING SCHOOL ACTIVITIES PERFORMANCE
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PRE-SERVICE TEACHERS TRAINING FOR EFFICIENT HEALTH PROMOTING SCHOOL ACTIVITIES PERFORMANCE

Advanced Education, 2020-01, Vol.7 (16), p.88-97 [Peer Reviewed Journal]

ISSN: 2409-3351 ;EISSN: 2410-8286 ;DOI: 10.20535/2410-8286.216792

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10
What is Most Difficult in a Teacher's Job from the Perspective of Teachers, Students and Parents?
What is Most Difficult in a Teacher's Job from the Perspective of Teachers, Students and Parents?
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What is Most Difficult in a Teacher's Job from the Perspective of Teachers, Students and Parents?

Revija za elementarno izobraževanje, 2022, Vol.15 (1), p.31-50 [Peer Reviewed Journal]

ISSN: 1855-4431 ;EISSN: 2350-4803 ;DOI: 10.18690/rei.15.1.31-50.2022

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11
Unpacking EFL textbook content: A focus on teachers’ role in the textbook-based classroom
Unpacking EFL textbook content: A focus on teachers’ role in the textbook-based classroom
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Unpacking EFL textbook content: A focus on teachers’ role in the textbook-based classroom

Círculo de lingüística aplicada a la comunicación, 2020-09, Vol.83 (83), p.243-250

COPYRIGHT 2020 Universidad Complutense de Madrid ;Copyright Universidad Complutense de Madrid, Servicio de Publicaciones 2020 ;ISSN: 1576-4737 ;EISSN: 1576-4737 ;DOI: 10.5209/clac.70577

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12
“So I had to give it up”: The role of social support for career persistence or attrition in a qualitative sample of second career teachers
“So I had to give it up”: The role of social support for career persistence or attrition in a qualitative sample of second career teachers
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“So I had to give it up”: The role of social support for career persistence or attrition in a qualitative sample of second career teachers

Schweizerischen Zeitschrift für Bildungswissenschaften, 2021-12, Vol.43 (3), p.464-475 [Peer Reviewed Journal]

ISSN: 2624-8492 ;EISSN: 2624-8492 ;DOI: 10.24452/sjer.43.3.9

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13
The form and meaning. When English language teachers learn to teach through drama
The form and meaning. When English language teachers learn to teach through drama
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The form and meaning. When English language teachers learn to teach through drama

Scenario (Cork), 2022-12, Vol.XVI (2), p.121-136 [Peer Reviewed Journal]

Copyright University College Cork 2022 ;ISSN: 1649-8526 ;EISSN: 1649-8526 ;DOI: 10.33178/scenario.16.2.8

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14
The school of hard knocks: Pre-service teachers’ mindset and motivational changes during their practicum
The school of hard knocks: Pre-service teachers’ mindset and motivational changes during their practicum
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The school of hard knocks: Pre-service teachers’ mindset and motivational changes during their practicum

Foro de educación, 2020-07, Vol.18 (2), p.237-257

LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 1698-7799 ;ISSN: 1698-7802 ;EISSN: 1698-7802 ;DOI: 10.14516/fde.726

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15
The impact of the teacher education study program on the development of TPACK
The impact of the teacher education study program on the development of TPACK
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The impact of the teacher education study program on the development of TPACK

Revija za elementarno izobraževanje, 2023-03, Vol.16 (1), p.79-92 [Peer Reviewed Journal]

ISSN: 1855-4431 ;EISSN: 2350-4803 ;DOI: 10.18690/rei.16.1.2064

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16
Research Material and Feedback on the Innovative Training of Teachers of Foreign Languages in Slovakia
Research Material and Feedback on the Innovative Training of Teachers of Foreign Languages in Slovakia
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Research Material and Feedback on the Innovative Training of Teachers of Foreign Languages in Slovakia

Vestnik za tuje jezike, 2023-12, Vol.15 (1), p.211-221 [Peer Reviewed Journal]

ISSN: 1855-8453 ;EISSN: 2350-4269 ;DOI: 10.4312/vestnik.15.211-221

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17
Online Formative Assessment in Mathematics Education: Prospective Primary Teachers’ Understanding of Rational Numbers
Online Formative Assessment in Mathematics Education: Prospective Primary Teachers’ Understanding of Rational Numbers
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Online Formative Assessment in Mathematics Education: Prospective Primary Teachers’ Understanding of Rational Numbers

Revija za elementarno izobraževanje, 2023-06, Vol.16 (2), p.169-188 [Peer Reviewed Journal]

2023. This work is published under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1855-4431 ;EISSN: 2350-4803 ;DOI: 10.18690/rei.16.2.1232

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18
‘It starts when teachers are training’: The role of generalist and designated teachers in the educational experiences of children in care
‘It starts when teachers are training’: The role of generalist and designated teachers in the educational experiences of children in care
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‘It starts when teachers are training’: The role of generalist and designated teachers in the educational experiences of children in care

Adoption & fostering, 2022-07, Vol.46 (2), p.120-133 [Peer Reviewed Journal]

The Author(s) 2022 ;ISSN: 0308-5759 ;EISSN: 1740-469X ;DOI: 10.1177/03085759221091326

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19
“Accept All Pupils as they are. Diversity!” – Pre-Service Primary Teachers’ Views, Experiences, Knowledge, and Skills of Multilingualism in Education
“Accept All Pupils as they are. Diversity!” – Pre-Service Primary Teachers’ Views, Experiences, Knowledge, and Skills of Multilingualism in Education
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“Accept All Pupils as they are. Diversity!” – Pre-Service Primary Teachers’ Views, Experiences, Knowledge, and Skills of Multilingualism in Education

Darnioji daugiakalbystė, 2022-06, Vol.20 (1), p.94-128 [Peer Reviewed Journal]

ISSN: 2335-2027 ;EISSN: 2335-2027 ;DOI: 10.2478/sm-2022-0005

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20
The impact of multilingual education policy on university language teachers’ professional development
The impact of multilingual education policy on university language teachers’ professional development
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The impact of multilingual education policy on university language teachers’ professional development

Círculo de lingüística aplicada a la comunicación, 2020-10, Vol.84 (84), p.77-84

COPYRIGHT 2020 Universidad Complutense de Madrid ;Copyright Universidad Complutense de Madrid, Servicio de Publicaciones 2020 ;ISSN: 1576-4737 ;EISSN: 1576-4737 ;DOI: 10.5209/clac.71997

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