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在“Elsevier电子期刊”中，命中：15,326条，耗时：0.0109946 秒

1.How teachers become teacher researchers: Narrative as a tool for teacher identity construction

作者：Laura A. Taylor ^{l.taylor@utexas.edu" class="auth_mail" title="E-mail the corresponding author}

关键词：Teacher professional identity ; Teacher researchers ; Discourse analysis ; Inservice teacher education

刊名：Teaching and Teacher Education

出版年：2017

2.Exploring student teachers' motivation change in initial teacher education: A Chinese perspective

作者：Rui Yuan^a ; ^{eryuan@eduhk.hk" class="auth_mail" title="E-mail the corresponding author} ; Lawrence Jun Zhang^b ; ^{lj.zhang@auckland.ac.nz" class="auth_mail" title="E-mail the corresponding author}

关键词：Teacher motivation ; Pre-service teachers ; Teacher shortage and attrition

刊名：Teaching and Teacher Education

出版年：2017

3.Teachers crossing borders: A review of the research into cultural immersion field experience for teachers

作者：Elizabeth Smolcic ; ^{eas260@psu.edu} ; John Katunich ^{jek197@psu.edu}

关键词：Intercultural competence ; Cultural immersion ; Pre-service teacher education ; Internationalizing teacher education ; International teaching practicum

刊名：Teaching and Teacher Education

出版年：2017

4.Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

作者：Hanna Korhonen^a ; ^{hanna.h-m.korhonen@jyu.fi" class="auth_mail" title="E-mail the corresponding author} ; Hannu L.T. Heikkinen^a ; ^{hannu.l.t.heikkinen@jyu.fi" class="auth_mail" title="E-mail the corresponding author} ; Ulla Kiviniemi^b ; ^{ulla.kiviniemi@jyu.fi" class="auth_mail" title="E-mail the corresponding author} ; Pä ; ivi Tynjä ; lä ; ^a ; ^{paivi.tynjala@jyu.fi" class="auth_mail" title="E-mail the corresponding author}

关键词：Beginning teachers' induction ; Continuum of teacher development ; Phenomenography ; Peer group mentoring

刊名：Teaching and Teacher Education

出版年：2017

5.Research capacity and initial teacher education reform: Irish experiences, international perspectives

作者：Jim Gleeson^a ; ^{jim.gleeson@acu.edu.au} ; Ciaran Sugrue^b ; Joanne O'Flaherty^c ; ^{joanne.oflaherty@ul.ie}

关键词：Initial teacher education policy ; Practice and reform ; Teacher educators' research capacity and activity ; Voice of teacher educators

刊名：Teaching and Teacher Education

出版年：2017

6.Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions

作者：Maria Vrikki^a ; ^{mv387@cam.ac.uk" class="auth_mail" title="E-mail the corresponding author} ; Paul Warwick^a ; Jan D. Vermunt^a ; Neil Mercer^a ; Nicolette Van Halem^b

关键词：Teacher learning ; Professional development ; Dialogue ; Lesson study

刊名：Teaching and Teacher Education

出版年：2017

7.Teachers' perceived professional space and their agency

作者：Helma W. Oolbekkink-Marchand^a ; ^{h.oolbekkink@docentenacademie.ru.nl} ; Linor L. Hadar^b ; Kari Smith^c ; Ingrid Helleve^d ; Marit Ulvik^d

关键词：Teacher agency ; Development of teacher agency ; Professionalism ; Professional space

刊名：Teaching and Teacher Education

出版年：2017

8.Making transparent the challenges of developing a practice-based pedagogy of teacher education

作者：Megan Madigan Peercy^a ; ^{mpeercy@umd.edu" class="auth_mail" title="E-mail the corresponding author} ; Francis John Troyan^b ; ^{troyan.14@osu.edu" class="auth_mail" title="E-mail the corresponding author}

关键词：Pedagogy of teacher education ; Core practices ; Practice-based teacher education ; Collaborative self-study ; English language learners

刊名：Teaching and Teacher Education

出版年：2017

9.An entrepreneurial adventure? Young women pre-service teachers in remote Aboriginal Australia

作者：Claire Charles ; ^{c.charles@deakin.edu.au" class="auth_mail" title="E-mail the corresponding author}

关键词：Pre-service teachers ; Teacher subjectivity ; Racialized power ; Girls' studies ; Post-structuralism

刊名：Teaching and Teacher Education

出版年：2017

10.Self-directed online learning: A theoretical model for understanding elementary teachers' online learning experiences

作者：Pamela Beach ^{pamela.beach@queensu.ca" class="auth_mail" title="E-mail the corresponding author}

关键词：Self-directed learning ; Online learning ; Teacher cognition ; Teacher professional development

刊名：Teaching and Teacher Education

出版年：2017

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