Eliminating the Fear of Getting ‘Caught Out’: An Examination of the Development of Out-of-Field Mathematics Teachers’ Professional Self-Understanding
Author:
Funder
University of Limerick
Publisher
Springer Nature Singapore
Link
https://link.springer.com/content/pdf/10.1007/978-981-16-9328-1_12
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4. Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychology of Education, 27(1), 115–132. https://doi.org/10.1007/s10212-011-0069-2
5. Caprara, G. V., Barbaranelli, C., Borgogni, L., Petitta, L., & Rubinacci, A. (2003). Teachers’, school staff’s and parents’ efficacy beliefs as determinants of attitudes toward school. European Journal of Psychology of Education, 18(1), 15–31.
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1. “I’m on My Own and I’m Not Trained”: A Cultural-Historical Activity Theory Analysis of Teaching Mathematics Out-of-Field in a Small School;International Journal of Science and Mathematics Education;2024-02-22
2. Non-Specialist Primary School Mathematics Teachers’ Professional Identity;Africa Education Review;2022-03-04
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