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Connecting beliefs, noticing and differentiated teaching practices : a study among pre-service teachers and teachers
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- Journal Article
- A1
- open access
Professional vision as a mediator for inclusive education? Unravelling the interplay between teachers’ beliefs, professional vision and reported practice of differentiated instruction
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- Journal Article
- A1
- open access
Mentor teachers’ professional vision : a study of the differences with classroom teachers and student teachers
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Connecting teacher collaboration to inclusive practices using a social network approach
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Exploring student teachers' professional vision of inclusive classrooms in primary education
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Professional vision of inclusive classrooms : a validation of teachers’ reasoning on differentiated instruction and teacher-student interactions
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Measuring teachers’ professional vision of inclusive classrooms through video-based comparative judgement. What does it mean to misfit?
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Beliefs as filters for comparing inclusive classroom situations : connecting teachers’ beliefs about teaching diverse learners to their noticing of inclusive classroom characteristics in videoclips
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Measuring professional vision of inclusive classrooms in secondary education through video-based comparative judgement : an expert study
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How do professional learning communities aid and hamper professional learning of beginning teachers related to differentiated instruction?
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- Journal Article
- A2
- open access
Differentiated instruction in primary schools : implementation and challenges in Indonesia
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The role of environmental factors in beginning teachers’ professional learning related to differentiated instruction
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The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction
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- Journal Article
- A1
- open access
Differentiated instruction in teacher education : a case study of congruent teaching