Early years teachers’ epistemic beliefs and beliefs about children’s moral learning

By Walker S.   Brownlee J.   Whiteford C.   Cobb-Moore C.   Johansson E.   Ailwood J.   Boulton-Lewis G.  

Teachers and Teaching: Theory and Practice, Vol. 18, Iss. 2, 2012-04 ,pp. : 263-275

Routledge Ltd

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Student teachers’ distinctive contributions to research on primary school children’s beliefs about knowledge and knowing

By Kershner Ruth   Hargreaves Linda  

Journal of Education for Teaching: International Research and Pedagogy, Vol. 38, Iss. 3, 2012-07 ,pp. : 275-293

Routledge Ltd

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Noticing Children’s Learning Processes – Teachers Jointly Reflect on Their Own Classroom Interaction for Improving Mathematics Teaching

By Scherer Petra   Steinbring Heinz  

Journal of Mathematics Teacher Education, Vol. 9, Iss. 2, 2007-07 ,pp. : 157-185

Springer Publishing Company

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‘It is like putting fire in the children’s hands’: a comparative case study of pre-service teachers’ knowledge of and beliefs about education for democracy in an established and emerging post-conflict democracy

By Lanahan Brian K.   Phillips Michele S.  

Compare, Vol. 44, Iss. 3, 2014-05 ,pp. : 394-415

Routledge Ltd

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How might educational research into children’s ideas about light be of use to teachers?

By Hardman Mark   Riordan John-Paul  

Physics Education, Vol. 49, Iss. 6, 2014-11 ,pp. : 644-653

IOP Publishing

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