Understanding pre-service teachers’ improvement in professional practice: a quantitative perspective-Reference-Cited by-同舟云学术

Understanding pre-service teachers’ improvement in professional practice: a quantitative perspective

Published:2024-03-21 Issue: Volume: Page:1-17
ISSN:0332-3315
Container-title:Irish Educational Studies
language:en
Short-container-title:Irish Educational Studies

Author:

Fitzsimons Sabrina¹^ORCID,Sexton P. J.¹,Lehane Paula²^ORCID,Donlon Enda³^ORCID,McDonald Elaine¹^ORCID,Karakolidis Anastasios⁴^ORCID,McKeever Christine¹

Affiliation:

1. DCU Centre for Collaborative Research Across Teacher Education (CREATE), School of Policy and Practice, Institute of Education, Dublin City University, Dublin, Ireland

2. School of Inclusive and Special Education, Institute of Education, Dublin City University, Dublin, Ireland

3. School of STEM Education, Innovation and Global Studies, Institute of Education, Dublin City University, Dublin, Ireland

4. Educational Research Centre (ERC), Dublin, Ireland

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/03323315.2024.2330883

Reference75 articles.

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4. Baumert, Jürgen, and Mareike Kunter. 2013. “The COACTIV Model of Teachers’ Professional Competence.” In Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers: Results from the COACTIV Project, edited by Mareike Kunter, Jürgen Baumert, Werner Blum, Ute Klusmann, Stefan Krauss, and Michael Neubrand, 25–48. Boston, MA: Springer US.

5. Views from the trenches: beginning teachers’ perceptions about their professional development