| Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups |
24 |
| Why autonomy-supportive interventions work: Explaining the professional development of teachers' motivating style |
22 |
| Teacher educators' competences in fostering student teachers' proficiency in teaching and learning with technology: An overview of relevant research literature |
21 |
| Teacher educators' professional learning: A literature review |
17 |
| General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education |
15 |
| Teachers' assessment competence: Integrating knowledge process and product-oriented approaches into a competence-oriented conceptual model |
15 |
| Spiral effects of teachers' emotions and emotion regulation strategies: Evidence from a daily diary study |
13 |
| Developing reflective trainee teacher practice with 360-degree video |
13 |
| Distributed leadership, professional collaboration, and teachers' job satisfaction in US schools |
12 |
| US teachers' perceptions of online professional development |
12 |
| DisCrit Classroom Ecology: Using praxis to dismantle dysfunctional education ecologies |
12 |
| Transformative agency in teacher education: Fostering professional digital competence |
12 |
| There's no referee on social media: Challenges in educator professional social media use |
12 |
| Meaningful learning in teacher education |
12 |
| Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms |
11 |
| The influence of teachers' attitudes and school context on instructional practices in integrated STEM education |
11 |
| Twitter, cyber-violence, and the need for a critical social media literacy in teacher education: A review of the literature |
11 |
| Why people choose teaching: A scoping review of empirical studies, 2007-2016 |
11 |
| Facilitating professional learning communities in China: Do leadership practices and faculty trust matter? |
11 |
| Teacher competencies in game-based pedagogy |
10 |
| How to mobilize social support against workload and burnout: The role of organizational identification |
10 |
| The impact of beliefs and knowledge on the integration of technology among teacher educators: A path analysis |
10 |
| Promoting pre-service teachers' professional vision of classroom management during practical school training: Effects of a structured online- and video-based self-reflection and feedback intervention |
10 |
| Teacher identity and crossing the professional-personal divide on twitter |
10 |
| Mapping a strong school culture and linking it to sustainable school improvement |
10 |
| Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation |
9 |
| Turned off or ready to fly - Ability grouping as an act of symbolic violence in primary school |
9 |
| The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality |
9 |
| Teachers' perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment |
9 |
| Emotion regulation in teachers: The why and how |
9 |
| Teaching: A practical or research-based profession? Teacher candidates' approaches to research-based teacher education |
9 |
| Designing and redesigning research-based teacher education |
9 |
| Student teachers' prior knowledge as prerequisite to learn how to assess pupils' learning strategies |
8 |
| Comparison of teacher and student perceptions of formative assessment feedback practices and association with individual student characteristics |
8 |
| Reflective learning and identity construction in practice, discourse and activity: Experiences of pre-service language teachers in Hong Kong |
8 |
| Diffusion in a vacuum: edTPA, legitimacy, and the rhetoric of teacher professionalization |
8 |
| The what, when, and how of preservice teachers and literacy across the disciplines: A systematic literature review of nearly 50 years of research |
8 |
| On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens |
8 |
| Transforming traditional models of initial teacher education through a mandatory experiential learning programme |
8 |
| How teachers perceive factors that influence creativity development: Applying a Social Cognitive Theory perspective |
8 |
| Whiteness in teacher education research discourses: A review of the use and meaning making of the term cultural diversity |
8 |
| The impact of Lesson Study professional development on the quality of teacher learning |
8 |
| Changing approaches to classroom assessment: An empirical study across teacher career stages |
8 |
| Teachers' occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions |
8 |
| Becoming an inclusive educator: Agentive maneuverings in collaboratively taught classrooms |
8 |
| How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning |
7 |
| For millions of people, this is real trauma: A pedagogy of political trauma in the wake of the 2016 US Presidential election |
7 |
| Impact of early career teachers' professional identity tensions |
7 |
| Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms |
7 |
| Understanding Afro-Caribbean educators' experiences with Englishes across Caribbean and US contexts and classrooms: Recursivity, (re)positionality, bidirectionality |
7 |
