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Analyzing student teachers' use of theory in their reflections on mathematics teaching practice
Integrating research into language teaching: Beliefs and perceptions of university teachers
Mentor teachers' views of their mentees
The intercultural identities of nonnative English teachers: An overview of research worldwide
Why mentor? Linking mentor teachers' motivations to their mentoring conceptions
The articulation of integration of clinical and basic sciences in concept maps: differences between experienced and resident groups
Teacher agency within the context of formative teacher assessment: an in-depth analysis
The purposes and processes of master's thesis supervision: a comparison of Chinese and Dutch supervisors
Why mentor? Linking mentor teachers’ motivations tot their mentoring conceptions
Beginning and experienced secondary school teachers’ self- and student schema in positive and problematic teacher-student relationships
Adapting mentoring to individual differences in novice teacher learning: the mentor’s viewpoint
The articulation of integration of clinical and basic sciences in concept maps: differences between experienced and resident groups
Negotiated assessment and teacher learning: an in-depth exploration
Enriching practical knowledge: Exploring student teachers' competence in integrating theory and practice of mathematics teaching
The role of research in teaching: A comparison of teachers from research universities and those from universities of applied sciences
Integration of clinical and basic sciences in concept maps: a mixed-method study on teacher learning
Beyond the dichotomy of teacher- versus student-focused education: A survey study on physics teachers' beliefs about the goals and pedagogy of physics education
Development of a tool to evaluate lecturers’ verbal repertoire in action
Undergraduate science coursework: teachers’ goal statements and how students experience research
Relating academics' ways of integrating research and teaching to their students' perceptions
Forming a collaborative action research partnership
The ideal research-teaching nexus in the eyes of academics: Building profiles
Preservice teachers’ pegagogical content knowledge of using particle models in teaching chemistry
Do teachers need instructional analogies to teach mother-tongue (L1)? – Teachers’ perceptions and representations of difficult topics in mother-tongue education. L1
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