Abstract
No public abstract is available from the verified source records.
Open public full textRights: UNKNOWN · https://www.elsevier.com/tdm/userlicense/1.0/ · Source: journal-auto-sync:external:CROSSREF_ISSN
Ida E Oosterheert
Abstract
Rights: UNKNOWN · https://www.elsevier.com/tdm/userlicense/1.0/ · Source: journal-auto-sync:external:CROSSREF_ISSN
Authors
Institutions
No ROR-resolved institution is linked to this work yet.
Provenance
crossref
Confidence 100%
unpaywall
Confidence 95%
datacite
Confidence 0%
No local citing links have been materialized yet.
Building expertise: a process perspective on the development or change of teachers' beliefs
10.1080/0261976970200304 · 1997
Unresolved referenced work
1987
Enhancing teaching through constructive alignment
10.1007/bf00138871 · 1996
Self-regulated learning: Bridging the gap between metacognitive and metamotivation theories
10.1207/s15326985ep3004_4 · 1995
Teachers: beliefs and knowledge
1996
Teachers' knowledge and learning to teach
1990
Unresolved referenced work
1995
Motivational factors in students' approaches to learning
1988
Unresolved referenced work
1986
Unresolved referenced work
1981
The emotional practice of teaching
10.1016/s0742-051x(98)00025-0 · 1998
Prior beliefs and cognitive change in learning to teach
10.3102/00028312026002160 · 1989
Affect; a functional perspective
1984
Professional growth among preservice and beginning teachers
10.3102/00346543062002129 · 1992
A reconceptualisation of the research into university academics' conceptions of teaching
10.1016/s0959-4752(96)00028-x · 1997
The influence of learning orientations on the development of reflective teaching
1988
Generative teaching and personality characteristics of student teachers
10.1016/0742-051x(95)00045-l · 1996
A conceptual framework for reflection in pre-service teacher education
1993
Unresolved referenced work
Kept as external metadata until matched
Unresolved referenced work
Kept as external metadata until matched
Approaches to learning
1984
Phenomenography—A research approach to understanding different understandings of reality
1986
Students' self-concepts and the quality of learning in public schools and universities
1988
The matter of style: manifestations of personality in cognition, learning, and teaching
10.1207/s15326985ep2903_2 · 1994
Study orchestration: The manifestation, interpretation and consequences of contextualised approaches to studying
10.1007/bf00132293 · 1991
10.1007/bf03173163
10.1007/bf03173163
Stability and change in the beliefs of student teachers during practice teaching
10.1016/s0742-051x(97)00031-0 · 1998
Teaching and the self
1989
Unresolved referenced work
Kept as external metadata until matched
Continuities and discontinuities: Future directions for research in educational psychology
10.1207/s15326985ep2903_3 · 1994
Teachers' beliefs about teaching and learning: A constructivist perspective
10.1086/444021 · 1992
Motivational and attitudinal predictors of judged quality of novice primary teachers
10.1016/0742-051x(89)90002-4 · 1989
Learning styles in secondary vocational education: disciplinary differences
10.1016/s0959-4752(99)00007-9 · 1999
Student teachers' lay theories and teaching identities: their implications for professional development
10.1080/0261976970200302 · 1997
Changing the professional knowledge and beliefs of teachers: a training study
10.1016/0959-4752(95)00020-8 · 1995
A longitudinal perspective on learning strategies in higher education: different viewpoints towards development
10.1348/000709999157699 · 1999
Metacognitive, cognitive and affective aspects of learning styles and strategies: a phenomenographic analysis
10.1007/bf00129106 · 1996
The regulation of constructive learning processes
10.1111/j.2044-8279.1998.tb01281.x · 1998
Congruence and friction between learning and teaching
10.1016/s0959-4752(98)00028-0 · 1999
No additional external references are available.