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1	Material Type: Article	Student teachers' research and development (R&D) practice - constraining and supporting practice architectures Pedagogy, culture & society, 2024-05, Vol.32 (3), p.853-873 [Peer Reviewed Journal] 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2022 ;ISSN: 1468-1366 ;EISSN: 1747-5104 ;DOI: 10.1080/14681366.2022.2140698 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
2	Material Type: Article	Correction: Pre-service teachers' perceived value of general pedagogical knowledge for practice: Relations with epistemic beliefs and source beliefs PloS one, 2018-02, Vol.13 (2), p.e0193632-e0193632 [Peer Reviewed Journal] COPYRIGHT 2018 Public Library of Science ;COPYRIGHT 2018 Public Library of Science ;2018 Merk et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2018 Merk et al 2018 Merk et al ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0193632 ;PMID: 29474491 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
3	Material Type: Article	Pre-service teachers’ preparation program: Is it responsive to the constructivist school curriculum? Journal of Mathematics and Science Teacher, 2022-07, Vol.2 (2), p.em012 2022. 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: 2752-6054 ;EISSN: 2752-6054 ;DOI: 10.29333/mathsciteacher/12205 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
4	Material Type: Article	Do stereotypes strike twice? Giftedness and gender stereotypes in pre-service teachers' beliefs about student characteristics in Australia Asia-Pacific journal of teacher education, 2020-03, Vol.48 (2), p.213-232 [Peer Reviewed Journal] 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2019 ;ISSN: 1359-866X ;EISSN: 1469-2945 ;DOI: 10.1080/1359866X.2019.1576029 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
5	Material Type: Article	Do lectures matter? Exploring students' situational interest in two learning arenas in teacher education Scandinavian journal of educational research, 2023-11, Vol.67 (7), p.1027-1040 [Peer Reviewed Journal] 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2022 ;ISSN: 0031-3831 ;EISSN: 1470-1170 ;DOI: 10.1080/00313831.2022.2115131 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
6	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
7	Material Type: Article	A review of research on student teachers' professional identity British educational research journal, 2013-08, Vol.39 (4), p.694-713 [Peer Reviewed Journal] Copyright © 2013 British Educational Research Association ;2012 British Educational Research Association ;ISSN: 0141-1926 ;EISSN: 1469-3518 ;DOI: 10.1080/01411926.2012.679614 ;CODEN: BERJEL Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
8	Material Type: Article	Observed teaching practices interpreted from the perspective of school-based teacher educators European journal of teacher education, 2023-03, Vol.46 (2), p.203-221 [Peer Reviewed Journal] 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2021 ;ISSN: 0261-9768 ;EISSN: 1469-5928 ;DOI: 10.1080/02619768.2021.1900110 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
9	Material Type: Article	Designing VR Experiences-Expectations for Teaching and Learning in VR Educational Technology ＆ Society, 2021-04, Vol.24 (2), p.107-119 [Peer Reviewed Journal] COPYRIGHT 2021 International Forum of Educational Technology & Society ;COPYRIGHT 2021 International Forum of Educational Technology & Society ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522 ;DOI: 10.30191/ETS.202104_24(2).0009 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
10	Material Type: Article	Illusions of online readiness: the counter-intuitive impact of rapid immersion in digital learning due to COVID-19 Irish educational studies, 2024-04, Vol.43 (2), p.263-280 [Peer Reviewed Journal] 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2022 ;ISSN: 0332-3315 ;EISSN: 1747-4965 ;DOI: 10.1080/03323315.2022.2061565 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
11	Material Type: Article	Dialogic discussion as a platform for constructing knowledge: student-teachers’ interaction patterns and strategies in learning to teach English Asian-Pacific journal of second and foreign language education, 2020-12, Vol.5 (1), p.1-24, Article 22 [Peer Reviewed Journal] The Author(s) 2020 ;The Author(s) 2020. 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/s40862-020-00101-2 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
12	Material Type: Article	A critical exploration of student teacher’s choice and use of representations in a challenging environment Eurasia Journal of Mathematics, Science and Technology Education, 2022-10, Vol.18 (11), p.em2181 [Peer Reviewed Journal] 2022. 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: 1305-8215 ;EISSN: 1305-8223 ;DOI: 10.29333/ejmste/12516 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
13	Material Type: Article	An investigation of emergency virtual observation (EVO) in initial teacher education, in Australia and Ireland during the COVID-19 pandemic Irish educational studies, 2021-04, Vol.40 (2), p.303-310 [Peer Reviewed Journal] 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 0332-3315 ;EISSN: 1747-4965 ;DOI: 10.1080/03323315.2021.1916561 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
14	Material Type: Article	Four spheres of student-teachers' professional identity formation through learning about curriculum development Journal of education for teaching : JET, 2023-05, Vol.49 (3), p.370-383 [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: 10.1080/02607476.2022.2105644 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
15	Material Type: Article	Student teachers' perspectives towards teacher leadership International journal of leadership in education, 2022-07, Vol.25 (4), p.586-602 [Peer Reviewed Journal] 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2019 ;ISSN: 1360-3124 ;EISSN: 1464-5092 ;DOI: 10.1080/13603124.2019.1666430 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
16	Material Type: Article	STUDENT TEACHERS’ RETROSPECTIVE NARRATIVES OF TEACHING PRACTICE DURING THE COVID-19 PANDEMIC: LESSONS FOR A UNIVERSITY IN EASTERN CAPE PROVINCE, SOUTH AFRICA Innovative issues and approaches in social sciences, 2024-01, Vol.17 EISSN: 1855-0541 ;DOI: 10.5281/zenodo.10329051 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
17	Material Type: Article	Preparing student teachers for real classrooms through virtual vicarious experiences of critical incidents during remote practicum: A meaningful-experiential learning perspective Education and information technologies, 2021-11, Vol.26 (6), p.6949-6971 [Peer Reviewed Journal] The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021. corrected publication 2021 ;The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021, corrected publication 2021. ;COPYRIGHT 2021 Springer ;The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021. corrected publication 2021. ;The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021, corrected publication 2021 ;ISSN: 1360-2357 ;EISSN: 1573-7608 ;DOI: 10.1007/s10639-021-10555-7 ;PMID: 33935573 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
18	Material Type: Article	The Role of Tiktok Application to Learn English Vocabulary: A Survey on Student Teachers ELT Echo : The journal of English language teaching in foreign language context (Online), 2023-12, Vol.8 (2), p.224-233 [Peer Reviewed Journal] ISSN: 2579-8170 ;EISSN: 2549-5089 ;DOI: 10.24235/eltecho.v8i2.14852 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
19	Material Type: Article	From digital competence to Professional Digital Competence: Student teachers’ experiences of and reflections on how teacher education prepares them for working life Nordic Journal of Comparative and International Education, 2021-11, Vol.5 (4), p.70-85 [Peer Reviewed Journal] ISSN: 2535-4051 ;EISSN: 2535-4051 ;DOI: 10.7577/njcie.4233 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
20	Material Type: Article	Early Reading Skills in English as a Foreign Language Via ICT in Greece: Early Childhood Student Teachers’ Perceptions Early childhood education journal, 2019-09, Vol.47 (5), p.597-606 [Peer Reviewed Journal] Springer Nature B.V. 2019 ;Early Childhood Education Journal is a copyright of Springer, (2019). All Rights Reserved. ;ISSN: 1082-3301 ;EISSN: 1573-1707 ;DOI: 10.1007/s10643-019-00950-8 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by

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Results 1 - 20 of 21,755 for All Library Resources

2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2022 ;ISSN: 1468-1366 ;EISSN: 1747-5104 ;DOI: 10.1080/14681366.2022.2140698

2022. 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: 2752-6054 ;EISSN: 2752-6054 ;DOI: 10.29333/mathsciteacher/12205

2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2019 ;ISSN: 1359-866X ;EISSN: 1469-2945 ;DOI: 10.1080/1359866X.2019.1576029

2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2022 ;ISSN: 0031-3831 ;EISSN: 1470-1170 ;DOI: 10.1080/00313831.2022.2115131

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

Copyright © 2013 British Educational Research Association ;2012 British Educational Research Association ;ISSN: 0141-1926 ;EISSN: 1469-3518 ;DOI: 10.1080/01411926.2012.679614 ;CODEN: BERJEL

2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2021 ;ISSN: 0261-9768 ;EISSN: 1469-5928 ;DOI: 10.1080/02619768.2021.1900110

COPYRIGHT 2021 International Forum of Educational Technology & Society ;COPYRIGHT 2021 International Forum of Educational Technology & Society ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522 ;DOI: 10.30191/ETS.202104_24(2).0009

2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2022 ;ISSN: 0332-3315 ;EISSN: 1747-4965 ;DOI: 10.1080/03323315.2022.2061565

2022. 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: 1305-8215 ;EISSN: 1305-8223 ;DOI: 10.29333/ejmste/12516

2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 0332-3315 ;EISSN: 1747-4965 ;DOI: 10.1080/03323315.2021.1916561

2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2022 ;ISSN: 0260-7476 ;EISSN: 1360-0540 ;DOI: 10.1080/02607476.2022.2105644

2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2019 ;ISSN: 1360-3124 ;EISSN: 1464-5092 ;DOI: 10.1080/13603124.2019.1666430

EISSN: 1855-0541 ;DOI: 10.5281/zenodo.10329051

ISSN: 2579-8170 ;EISSN: 2549-5089 ;DOI: 10.24235/eltecho.v8i2.14852

ISSN: 2535-4051 ;EISSN: 2535-4051 ;DOI: 10.7577/njcie.4233

Springer Nature B.V. 2019 ;Early Childhood Education Journal is a copyright of Springer, (2019). All Rights Reserved. ;ISSN: 1082-3301 ;EISSN: 1573-1707 ;DOI: 10.1007/s10643-019-00950-8

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