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Newly qualified teachers' professional digital competence: implications for teacher education
Newly qualified teachers' professional digital competence: implications for teacher education
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Newly qualified teachers' professional digital competence: implications for teacher education

Gudmundsdottir, Greta Björk ; Hatlevik, Ove Edvard

European journal of teacher education, 2018-03, Vol.41 (2), p.214-231 [Periódico revisado por pares]

Abingdon: Routledge

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Teachers’ agency and online education in times of crisis
Teachers’ agency and online education in times of crisis
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Teachers’ agency and online education in times of crisis

Damşa, Crina ; Langford, Malcolm ; Uehara, Dan ; Scherer, Ronny

Computers in human behavior, 2021-08, Vol.121, p.106793-106793, Article 106793 [Periódico revisado por pares]

United States: Elsevier Ltd

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Unpacking teachers’ intentions to integrate technology: A meta-analysis
Unpacking teachers’ intentions to integrate technology: A meta-analysis
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Unpacking teachers’ intentions to integrate technology: A meta-analysis

Scherer, Ronny ; Teo, Timothy

Educational research review, 2019-06, Vol.27 (June 2019), p.90-109 [Periódico revisado por pares]

Elsevier Ltd

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4
Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a mixed-method study
Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a mixed-method study
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Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a mixed-method study

Tondeur, Jo ; Scherer, Ronny ; Siddiq, Fazilat ; Baran, Evrim

Educational technology research and development, 2020-02, Vol.68 (1), p.319-343 [Periódico revisado por pares]

New York: Springer US

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5
Novice and expert teachers’ noticing of classroom management in whole-group and partner work activities: Evidence from teachers' gaze and identification of events
Novice and expert teachers’ noticing of classroom management in whole-group and partner work activities: Evidence from teachers' gaze and identification of events
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Novice and expert teachers’ noticing of classroom management in whole-group and partner work activities: Evidence from teachers' gaze and identification of events

Stahnke, Rebekka ; Blömeke, Sigrid

Learning and instruction, 2021-08, Vol.74, p.101464, Article 101464 [Periódico revisado por pares]

Elsevier Ltd

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6
The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education
The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education
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The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education

Scherer, Ronny ; Siddiq, Fazilat ; Tondeur, Jo

Computers and education, 2019-01, Vol.128, p.13-35 [Periódico revisado por pares]

Elsevier Ltd

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7
Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development?
Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development?
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Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development?

Fütterer, Tim ; Scherer, Ronny ; Scheiter, Katharina ; Stürmer, Kathleen ; Lachner, Andreas

Computers and education, 2023-06, Vol.198, p.104756, Article 104756 [Periódico revisado por pares]

Elsevier Ltd

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8
From teacher education to practice: Development of early childhood teachers‘ knowledge and beliefs in mathematics
From teacher education to practice: Development of early childhood teachers‘ knowledge and beliefs in mathematics
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From teacher education to practice: Development of early childhood teachers‘ knowledge and beliefs in mathematics

Jenßen, Lars ; Dunekacke, Simone ; Eid, Michael ; Szczesny, Markus ; Pohle, Lara ; Koinzer, Thomas ; Eilerts, Katja ; Blömeke, Sigrid

Teaching and teacher education, 2022-06, Vol.114, p.103699, Article 103699 [Periódico revisado por pares]

Elsevier Ltd

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9
The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches
The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches
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The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches

Scherer, Ronny ; Tondeur, Jo ; Siddiq, Fazilat ; Baran, Evrim

Computers in human behavior, 2018-03, Vol.80, p.67-80 [Periódico revisado por pares]

Elmsford: Elsevier Ltd

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10
Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity
Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity
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Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity

Lunn Brownlee, Jo ; Ferguson, Leila E. ; Ryan, Mary

Educational psychologist, 2017-10, Vol.52 (4), p.242-252 [Periódico revisado por pares]

Philadelphia: Routledge

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