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The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction

Debbie De Neve (UGent) , Geert Devos (UGent) and Melissa Tuytens (UGent)
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Teacher self-efficacy, Professional learning communities, Differentiated instruction, CONSTRUCT-VALIDATION, TEACHING AUTONOMY SCALE, R PACKAGE, SCHOOLS, COMMUNITY, STUDENT, ANTECEDENTS, BELIEFS, LEADERSHIP, Beginning teachers, EDUCATION, Teachers' professional learning, Teacher autonomy

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Citation

Please use this url to cite or link to this publication:

Chicago
De Neve, Debbie, Geert Devos, and Melissa Tuytens. 2015. “The Importance of Job Resources and Self-efficacy for Beginning Teachers’ Professional Learning in Differentiated Instruction.” Teaching and Teacher Education 47: 30–41.
APA
De Neve, D., Devos, G., & Tuytens, M. (2015). The importance of job resources and self-efficacy for beginning teachers’ professional learning in differentiated instruction. TEACHING AND TEACHER EDUCATION, 47, 30–41.
Vancouver
1.
De Neve D, Devos G, Tuytens M. The importance of job resources and self-efficacy for beginning teachers’ professional learning in differentiated instruction. TEACHING AND TEACHER EDUCATION. 2015;47:30–41.
MLA
De Neve, Debbie, Geert Devos, and Melissa Tuytens. “The Importance of Job Resources and Self-efficacy for Beginning Teachers’ Professional Learning in Differentiated Instruction.” TEACHING AND TEACHER EDUCATION 47 (2015): 30–41. Print.
@article{5828851,
  author       = {De Neve, Debbie and Devos, Geert and Tuytens, Melissa},
  issn         = {0742-051X},
  journal      = {TEACHING AND TEACHER EDUCATION},
  keywords     = {Teacher self-efficacy,Professional learning communities,Differentiated instruction,CONSTRUCT-VALIDATION,TEACHING AUTONOMY SCALE,R PACKAGE,SCHOOLS,COMMUNITY,STUDENT,ANTECEDENTS,BELIEFS,LEADERSHIP,Beginning teachers,EDUCATION,Teachers' professional learning,Teacher autonomy},
  language     = {eng},
  pages        = {30--41},
  title        = {The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction},
  url          = {http://dx.doi.org/10.1016/j.tate.2014.12.003},
  volume       = {47},
  year         = {2015},
}

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