ISSN 1366-4530 (Print); ISSN 1747-5120 (Online)
Publisher: Routledge, part of the Taylor & Francis Group
Teaching efficacy: exploring relationships between mathematics and science self-efficacy beliefs, PCK and domain knowledge among preservice teachers from the United States pp. 1-20(20) Authors: Thomson, Margareta Maria; DiFrancesca, Daniell; Carrier, Sarah; Lee, Carrie
Developing emotional intelligence competence among teachers pp. 21-39(19) Authors: Dolev, Niva; Leshem, Shosh
Personally driven professional development: reflective self-study as a way for teachers to take control of their own professional development pp. 40-56(17) Author: Attard, Karl
The temporal dimension as a dialogical resource for teachers’ professional development and fulfillment pp. 57-80(24) Authors: Legrottaglie, Sandra; Ligorio, Maria Beatrice
Language teachers’ conceptions of assessment: an Egyptian perspective pp. 81-100(20) Author: Gebril, Atta
A case study of early career secondary teachers’ perceptions of their preparedness for teaching: lessons from Australia and Spain pp. 101-117(17) Authors: Salazar Noguera, Joana; McCluskey, Kerryn
Impact of discipline-specific professional development: implementation of core instructional practices pp. 118-141(24) Author: Ragland, Rachel G.
What difference could in-service training make? Insights from a public school of Pakistan pp. 142-159(18) Author: Nawab, Ali
Spectrum Approach to Mentoring: an evidence-based approach to mentoring for academics working in higher education pp. 160-174(15) Authors: Harvey, Marina; Ambler, Trudy; Cahir, Jayde