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1	Material Type: Article	Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: A cross-cultural study of Iranian and Iraqi students’ perceptions Current psychology (New Brunswick, N.J.), 2023-02, Vol.42 (5), p.4065-4079 [Peer Reviewed Journal] The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 ;COPYRIGHT 2023 Springer ;The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021. ;ISSN: 1046-1310 ;EISSN: 1936-4733 ;DOI: 10.1007/s12144-021-01738-z Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
2	Material Type: Article	Exploring student teachers’ perceptions of assessment ethics across university-based teacher education programs in Iran Language Testing in Asia, 2023-02, Vol.13 (1), p.9-17, Article 9 [Peer Reviewed Journal] The Author(s) 2023 ;The Author(s) 2023. This work is published under http://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: 2229-0443 ;EISSN: 2229-0443 ;DOI: 10.1186/s40468-022-00205-1 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
3	Material Type: Book	The Educational Turn: Rethinking the Scholarship of Teaching and Learning in Higher Education ISBN: 9789811989513 ;ISBN: 9811989508 ;ISBN: 9789811989506 ;ISBN: 9811989516 ;DOI: 10.1007/978-981-19-8951-3 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
4	Material Type: Book	Effective Teaching Around the World: Theoretical, Empirical, Methodological and Practical Insights ISBN: 9783031316777 ;ISBN: 9783031316784 ;ISBN: 3031316770 ;ISBN: 3031316789 ;DOI: 10.1007/978-3-031-31678-4 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
5	Material Type: Book	Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives ISBN: 0415780993 ;ISBN: 9780415780995 ;ISBN: 9780415781008 ;ISBN: 0415781000 ;EISBN: 0203148037 ;EISBN: 0415780993 ;EISBN: 1136511997 ;EISBN: 9780415780995 ;EISBN: 9781136511998 ;EISBN: 9780203148037 ;EISBN: 9780429228391 ;EISBN: 0429228392 ;EISBN: 9781136512001 ;EISBN: 1136512004 ;DOI: 10.4324/9780203148037 ;OCLC: 798533320 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
6	Material Type: Article	Examining the Effects of STEM Identity and Teaching Identity on Science and Mathematics Teaching Identity and Persistence in a Teaching Program Journal of college science teaching, 2023-05, Vol.52 (5), p.14-19 [Peer Reviewed Journal] COPYRIGHT 2023 National Science Teachers Association ;Copyright National Science Teachers Association May/Jun 2023 ;ISSN: 0047-231X ;EISSN: 1943-4898 ;DOI: 10.1080/19434898.2023.12290243 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
7	Material Type: Article	Formative Assessment, Communication Skills and ICT in Initial Teacher Training Comunicar (Huelva, Spain), 2017, Vol.25 (52), p.73 [Peer Reviewed Journal] ISSN: 1134-3478 ;EISSN: 1988-3293 ;DOI: 10.3916/C52-2017-07 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
8	Material Type: Article	Undergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education CEPS journal, 2022-12, Vol.12 (4), p.101-127 [Peer Reviewed Journal] 2022. This work is published under https://www.cepsj.si/index.php/cepsj/about (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1855-9719 ;EISSN: 2232-2647 ;DOI: 10.26529/cepsj.1432 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
9	Material Type: Article	Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal Research in education (Manchester), 2022-08, Vol.113 (1), p.3-24 [Peer Reviewed Journal] The Author(s) 2021 ;ISSN: 0034-5237 ;EISSN: 2050-4608 ;DOI: 10.1177/0034523721989370 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
10	Material Type: Article	"It's where learning and teaching begins - is this relationship" : insights on the teacher-student relationship at university from the teachers' perspective Higher education, 2023-04, Vol.85 (4), p.819-835 [Peer Reviewed Journal] The Author(s) 2022 ;The Author(s) 2022. ;COPYRIGHT 2023 Springer ;The Author(s) 2022. This work is published under http://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: 0018-1560 ;EISSN: 1573-174X ;DOI: 10.1007/s10734-022-00867-z ;PMID: 37128236 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
11	Material Type: Article	Who wants to become a teacher? Typology of student-teachers' commitment to teaching Journal of education for teaching : JET, 2017-08, Vol.43 (4), p.444-457 [Peer Reviewed Journal] 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2017 ;ISSN: 0260-7476 ;EISSN: 1360-0540 ;DOI: 10.1080/02607476.2017.1296562 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
12	Material Type: Article	Promoting family engagement: computer-based simulations and teacher preparation Journal of education for teaching : JET, 2023-08, Vol.49 (4), p.583-596 [Peer Reviewed Journal] 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2022 ;ISSN: 0260-7476 ;EISSN: 1360-0540 ;DOI: 10.1080/02607476.2022.2142099 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
13	Material Type: Article	Measuring the impacts of teachers, [part] II: teacher value-added and student outcomes in adulthood The American economic review, 2014-09, Vol.104 (9), p.2633-2679 [Peer Reviewed Journal] Copyright© 2014 American Economic Association ;Copyright American Economic Association Sep 2014 ;ISSN: 0002-8282 ;EISSN: 1944-7981 ;DOI: 10.1257/aer.104.9.2633 ;CODEN: AENRAA Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
14	Material Type: Article	Making learning effective - quantity and quality of pre-service teachers' feedback International journal of science education, 2019-10, Vol.41 (15), p.2156-2176 [Peer Reviewed Journal] 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2019 ;ISSN: 0950-0693 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2019.1663452 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
15	Material Type: Article	Embracing socioscientific issues-based teaching and decision-making in teacher professional development Educational review (Birmingham), 2023-04, Vol.75 (3), p.507-534 [Peer Reviewed Journal] 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 0013-1911 ;ISSN: 1465-3397 ;EISSN: 1465-3397 ;DOI: 10.1080/00131911.2021.1931037 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
16	Material Type: Article	Trilingual and Multicultural Experiences Mitigating Students' Linguistic Stereotypes: Investigating the Perceptions of Undergraduates of Chinese Heritage Regarding Native/Non-Native English Teachers Behavioral sciences, 2023-07, Vol.13 (7), p.588 [Peer Reviewed Journal] COPYRIGHT 2023 MDPI AG ;2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2023 by the authors. 2023 ;ISSN: 2076-328X ;EISSN: 2076-328X ;DOI: 10.3390/bs13070588 ;PMID: 37504035 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
17	Material Type: Article	English Language Pre-Service Teachers' Sense of Preparedness for Teaching: An Indonesian Case TEFLIN journal, 2022-11, Vol.33 (2), p.367-385 2022. This work is published under https://creativecommons.org/licenses/by-sa/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 0215-773X ;EISSN: 2356-2641 ;DOI: 10.15639/teflinjournal.v33i2/367-385 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
18	Material Type: Article	The big picture : pre-service teachers' perceptions of 'expert' science teachers Teaching science (Deakin West, A.C.T.), 2015-12, Vol.61 (4), p.32-45 [Peer Reviewed Journal] COPYRIGHT 2015 Australian Science Teachers Association ;ISSN: 1449-6313 ;EISSN: 1839-2946 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
19	Material Type: Article	Liberating an EFL teacher as an activist teacher professional identity in MA TESOL classrooms Asian-Pacific journal of second and foreign language education, 2023-01, Vol.8 (1), p.5-19, Article 5 [Peer Reviewed Journal] The Author(s) 2023 ;The Author(s) 2023. This work is published under http://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: 2363-5169 ;EISSN: 2363-5169 ;DOI: 10.1186/s40862-022-00172-3 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
20	Material Type: Article	Challenges and motivation for teachers transitioning to active learning spaces European journal of engineering education, 2023-07, Vol.48 (4), p.724-746 [Peer Reviewed Journal] 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2023 ;ISSN: 0304-3797 ;EISSN: 1469-5898 ;DOI: 10.1080/03043797.2023.2193552 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by

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Results 1 - 20 of 27,435 for All Library Resources

ISBN: 9789811989513 ;ISBN: 9811989508 ;ISBN: 9789811989506 ;ISBN: 9811989516 ;DOI: 10.1007/978-981-19-8951-3

ISBN: 9783031316777 ;ISBN: 9783031316784 ;ISBN: 3031316770 ;ISBN: 3031316789 ;DOI: 10.1007/978-3-031-31678-4

COPYRIGHT 2023 National Science Teachers Association ;Copyright National Science Teachers Association May/Jun 2023 ;ISSN: 0047-231X ;EISSN: 1943-4898 ;DOI: 10.1080/19434898.2023.12290243

ISSN: 1134-3478 ;EISSN: 1988-3293 ;DOI: 10.3916/C52-2017-07

2022. This work is published under https://www.cepsj.si/index.php/cepsj/about (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1855-9719 ;EISSN: 2232-2647 ;DOI: 10.26529/cepsj.1432

The Author(s) 2021 ;ISSN: 0034-5237 ;EISSN: 2050-4608 ;DOI: 10.1177/0034523721989370

2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2017 ;ISSN: 0260-7476 ;EISSN: 1360-0540 ;DOI: 10.1080/02607476.2017.1296562

2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2022 ;ISSN: 0260-7476 ;EISSN: 1360-0540 ;DOI: 10.1080/02607476.2022.2142099

Copyright© 2014 American Economic Association ;Copyright American Economic Association Sep 2014 ;ISSN: 0002-8282 ;EISSN: 1944-7981 ;DOI: 10.1257/aer.104.9.2633 ;CODEN: AENRAA

2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2019 ;ISSN: 0950-0693 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2019.1663452

2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 0013-1911 ;ISSN: 1465-3397 ;EISSN: 1465-3397 ;DOI: 10.1080/00131911.2021.1931037

COPYRIGHT 2015 Australian Science Teachers Association ;ISSN: 1449-6313 ;EISSN: 1839-2946

2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2023 ;ISSN: 0304-3797 ;EISSN: 1469-5898 ;DOI: 10.1080/03043797.2023.2193552

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