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מעודכן לתאריך 23.11.2020  
1. Preparing educators for the time of COVID … and beyond
Linda Darling-Hammond & Maria E. Hyler
JN: European Journal of Teacher Education
  European Journal of Teacher Education   2020   VOL. 43   NO. 4   pp. 457-465  

2. COVID-19 and teacher education: a literature review of online teaching and learning practices
Carmen Carrillo & Maria Assuncoao Flores
JN: European Journal of Teacher Education
  European Journal of Teacher Education   2020   VOL. 43   NO. 4   pp. 466-487  

3. The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online
Warren Kidd & Jean Murray
JN: European Journal of Teacher Education
  European Journal of Teacher Education   2020   VOL. 43   NO. 4   pp. 542-558  

4. Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis
Linor L. Hadar , Oren Ergas , Bracha Alpert & Tamar Ariav
JN: European Journal of Teacher Education
  European Journal of Teacher Education   2020   VOL. 43   NO. 4   pp. 573-586  

5. Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands
Irene van der Spoel , Omid Noroozi , Ellen Schuurink & Stan van Ginkel
JN: European Journal of Teacher Education
  European Journal of Teacher Education   2020   VOL. 43   NO. 4   pp. 623-638  

6. Novice teachers in a changing reality
Nurit Dvir & Orna Schatz-Oppenheimer
JN: European Journal of Teacher Education
  European Journal of Teacher Education   2020   VOL. 43   NO. 4   pp. 639-656  

7. The curiosity of educators from two cultural groups: Implications to professional development
Menucha Birenbaum; Fadia Nasser-Abu Alhija
JN: Teaching and Teacher Education
  Teaching and Teacher Education   2020   VOL. 96   pp. 103150  

8. The validity and reliability of a tool for measuring educational innovative thinking competencies
Sigal Morad; Noa Ragonis; Miri Barak
JN: Teaching and Teacher Education
  Teaching and Teacher Education   2020   VOL. 97   pp. 103193  

9. Cooperative learning as an evidence-based teaching strategy: what teachers know, believe, and how they use it
Anna Abramczyk & Susanne Jurkowski
JN: Journal of Education for Teaching
  Journal of Education for Teaching   2020   VOL. 46   NO. 3   pp. 296-308  

10. Can the concept of the protean career help us to understand millennial pre-service teacher retention challenges? A study of two pre-service teachers’ career pathways in England
Anne Parfitt
JN: Journal of Education for Teaching
  Journal of Education for Teaching   2020   VOL. 46   NO. 3   pp. 324-335  

11. Making beliefs explicit – student teachers’ identity development through personal practical theories
Katriina Maaranen & Katariina Stenberg
JN: Journal of Education for Teaching
  Journal of Education for Teaching   2020   VOL. 46   NO. 3   pp. 336-350  

12. On the complexities of educating student teachers: teacher educators’ views on contemporary challenges to their profession
Birgitte Malm
JN: Journal of Education for Teaching
  Journal of Education for Teaching   2020   VOL. 46   NO. 3   pp. 351-364  

13. Studying Program Effectiveness in Preparing Teachers for English Learners
Nancy Dubetz & Jennifer Collett
JN: Action in Teacher Education
  Action in Teacher Education   2020   VOL. 42   NO. 3   pp. 190-211  

14. Examining the Impact of Professional Development and Coaching on Mentoring of Novice Special Educators
Kyena E. Cornelius , Michael S. Rosenberg & Karin N. Sandmel
JN: Action in Teacher Education
  Action in Teacher Education   2020   VOL. 42   NO. 3   pp. 253-270  

15. Using Instructional Coaching to Support Student Teacher-Cooperating Teacher Relationships
Greer Richardson , Deborah Yost , Thomas Conway , Allison Magagnosc & Alana Mellor
JN: Action in Teacher Education
  Action in Teacher Education   2020   VOL. 42   NO. 3   pp. 271-289  

16. Research and Other Forms of Rhetoric in Media Coverage of Student Achievement
Cristina L. Lash, Amanda Frye & Prudence L. Carter
JN: Teachers College Record
  Teachers College Record   2020   VOL. 122   NO. 9   pp. 1-32  

17. “But Aren’t We Extinct?”: Inhabited Reform and Instructional Visibility in an Open Space School Forty Years Later
Jeremy T. Murphy
JN: Teachers College Record
  Teachers College Record   2020   VOL. 122   NO. 9   pp. 1-44  

18. Crystallizing Coaching: An Examination of the Institutionalization of Instructional Coaching in Three Educational Systems
Sarah Woulfin
JN: Teachers College Record
  Teachers College Record   2020   VOL. 122   NO. 10   pp. 1-32  

19. Teacher Coaching to Improve Instruction at Scale: Opportunities and Challenges in Policy Contexts
David Blazar
JN: Teachers College Record
  Teachers College Record   2020   VOL. 122   NO. 10   pp. 1-9  

20. Operationalizing the mentoring processes as perceived by teacher mentors
Sheridan Lynn & Hoa Thi Mai Nguyen
JN: Mentoring & Tutoring: Partnership in Learning
  Mentoring & Tutoring: Partnership in Learning   2020   VOL. 28   NO. 3   pp. 295-317  

21. Analyzing Mentor Narratives of Reflective Practice: A Case for Supporting Adult Learning in Hungarian Initial Teacher Education
Helga Dorner & Kinga Kaplar-Kodacsy
JN: Mentoring & Tutoring: Partnership in Learning
  Mentoring & Tutoring: Partnership in Learning   2020   VOL. 28   NO. 3   pp. 318-339  

22. Experimental Effects of “Achievement Gap” News Reporting on Viewers’ Racial Stereotypes, Inequality Explanations, and Inequality Prioritization
David M. Quinn
JN: Educational Researcher
  Educational Researcher   2020   VOL. 49   NO. 7   pp. 482–492  

23. Cross-Subsidization in Teacher Pension Benefits: Examining Rates of Return Among School Districts
James V. Shuls; Andrew Tipping
JN: Educational Researcher
  Educational Researcher   2020   VOL. 49   NO. 7   pp. 512–517  

24. Teacher Candidates' Perspectives on the Value of a Site-Based Methods Course
Carrie Symons , Blythe E. Anderson & Amy Ward
JN: The Teacher Educator
  The Teacher Educator   2020   VOL. 55   NO. 4   pp. 323-346  

25. Examining Elementary Education Teacher Candidates’ Experiences Completing edTPA
Drew Polly , Erik Jon Byker & S. Michael Putman
JN: The Teacher Educator
  The Teacher Educator   2020   VOL. 55   NO. 4   pp. 392-410  

26. Formal professional development as perceived by teachers in different professional life periods
Orit Avidov-Ungar & Osnat Herscu
JN: Professional Development in Education
  Professional Development in Education   2020   VOL. 43   NO. 5   pp. 833-844  

27. Professional learning for academics teaching first-year undergraduate students
Trudy Ambler , Ian Solomonides , Andrew Smallridge , Trish McCluskey & Lyn Hannah
JN: Professional Development in Education
  Professional Development in Education   2020   VOL. 43   NO. 5   pp. 845-857  

28. Induction program structures as mediating factors for coach influence on novice teacher development
Douglas E. Mitchell , Andrew Kwok & Debbee Huston
JN: Professional Development in Education
  Professional Development in Education   2020   VOL. 43   NO. 5   pp. 812-832  

29. Differentiated Literacy Instruction: Boondoggle or Best Practice?
Kelly Puzio; Dana Algeo-Nichols
JN: Review of Educational Research
  Review of Educational Research   2020   VOL. 90   NO. 4   pp. 459–498  

30. Simulation-Based Learning in Higher Education: A Meta-Analysis
Olga Chernikova; Nicole Heitzmann; Matthias Stadler
JN: Review of Educational Research
  Review of Educational Research   2020   VOL. 90   NO. 4   pp. 499–541  

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