The DOI matches its Crossref record.
Contemporary Pedagogies in Teacher Education and Development
Open accessAbstract
As with most dynamic activities that are based on social and cultural contexts and rely on interactions, education is a complex and often ambiguous endeavor. Despite this complexity, scholars and educators are often required to find ways of defining and explaining what "good" teaching is and to incorporate these conclusions into teacher education. This book contains eight scholarly articles from various countries around the world and offers unique and up-to-date perspectives on relevant practices and pedagogies for teachers' professional education and development. In this international book, it is argued that there is a significant inspiration and enrichment to be gained by investigating the policies and practices of teacher education systems from all over the world.
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“In the Finnish case, various studies sustain a maintained tradition of co-construction of learning and learning environments between school, home, and community, in the educational system [35,36,44].”
From Finnish and Portuguese Parents' Perspectives on the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement (2021) · cites this paper as [36]
Citations
Cited by
Sorted by citations
Karlen, Y., Hirt, C. N., Jud, J., Rosenthal, A., & Eberli, T. D. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104055 · Cited by 194
Metacognition: History, measurements, and the role in early childhood development and education
Chen, S., & McDunn, B. A. (2022) · Learning and Motivation · doi:10.1016/j.lmot.2022.101786 · Cited by 95
Dignath, C. (2021) · Metacognition and Learning · doi:10.1007/s11409-021-09271-x · Cited by 79
Crossing curricular boundaries for powerful knowledge
Niemelä, M. A. (2020) · The Curriculum Journal · doi:10.1002/curj.77 · Cited by 45
Levinthal, C., Kuusisto, E., & Tirri, K. (2021) · Education Sciences · doi:10.3390/educsci11060306 · Cited by 30
Chen, S.-L., Sun, J., & Jao, J.-Y. (2020) · Nurse Education Today · doi:10.1016/j.nedt.2020.104579 · Cited by 25
Kim, H. J., & Jang, H.-Y. (2020) · Sustainability · doi:10.3390/su12124802 · Cited by 30
Chen, S., Sermeno, R., Hodge, K. N., Murphy, S., Agenbroad, A., Schweitzer, A. M., Tsao, L. L., & Roe, A. J. (2024) · Education Sciences · doi:10.3390/educsci14060565 · Cited by 31
Tension Patterns in Finnish Teacher Education – Recruitment, Reform and Relevance
Hansén, S., Lavonen, J., Sjöberg, J., et al. (2023) · Evaluating education: Normative systems and institutional practices · doi:10.1007/978-3-031-26051-3_5 · Cited by 15
Pedagogical training for developing students’ metacognition: implications for educators
Wass, R., Rogers, T., Brown, K., Smith-Han, K., Tagg, J., Berg, D., & Gallagher, S. (2026) · International Journal for Academic Development · doi:10.1080/1360144x.2023.2246442 · Cited by 15
Noticing the multidimensionality of active listening in a dialogic classroom
Edwards‐Groves, C., & Davidson, C. R. (2020) · The Australian Journal of Language and Literacy · doi:10.1007/bf03652045 · Cited by 13
Swist, T., Markauskaitė, L., Mosely, G., Goodyear, P., & Wrigley, C. (2025) · Review of Education · doi:10.1002/rev3.70113 · Cited by 13
Salmi, H. S., Hienonen, N., Nyman, L., Kaasinen, A., & Thuneberg, H. (2023) · Education Sciences · doi:10.3390/educsci13020196 · Cited by 9
Yıldırım, A., Oscarson, A. D., Hildén, R., et al. (2023) · Journal of Teacher Education · doi:10.1177/00224871231214799 · Cited by 6
McKeithan, G. K. (2021) · Global Journal of Intellectual & Developmental Disabilities · doi:10.19080/gjidd.2021.07.555719 · Cited by 4
Teachers’ Knowledge: The Most Central Link in Substantive Pedagogy Change Processes
Zohar, A. (2023) · Springer eBooks · doi:10.1007/978-3-031-15967-1_4 · Cited by 3
Estrada, F. J. P., Miranda, F. D. P. R., Prieto, F. J. G., et al. (2024) · Cadernos CEDES · doi:10.1590/cc273154 · Cited by 3
Consadine, C. E., & Goodman, S. G. (2025) · College Teaching · doi:10.1080/87567555.2025.2463894 · Cited by 4
Anton, A. C., & Aerila, J. (2024) · Teachers and Teaching · doi:10.1080/13540602.2024.2422860 · Cited by 2
Game jams in schools: Teacher views
Aurava, R. (2025) · Teaching and Teacher Education · doi:10.1016/j.tate.2025.104978 · Cited by 1
Reksiana, R., Aziz, A. A., & Rarasati, I. P. (2020) · JURNAL IQRA · doi:10.25217/ji.v5i1.842 · Cited by 1
“Related study about Higher Order Thingking Skill (HOTS) system on the metacognitive aspects, has revealed the importance of learning achievements that emphasize the metacognitive aspects of students (Weinberger & Libman, 2018; Muhali et al., 2020).”
BackgroundKuusalu, S.-R., Shiweda, M. A., Maijala, M., Maunula, M., Maunumäki, M., & Merijärvi, S. (2025) · Springer eBooks · doi:10.1007/978-3-031-85493-4_5
Donkor, B., Willford, J. D., Buskirk, R. E., Prather, J. F., Ward, N. L., Harshman, J. T., & Zhong, M. (2026) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.00333-25
“This distinction is partic ularly important because HOQs are more cognitively demanding, and students may benefit more from metacognitive strategies when engaging with them (26).”
Metadata
- Authors
- Weinberger, Y., & Libman, Z.
- ORCID
- Yehudith Weinberger
- Venue
- InTech eBooks
- Publisher
- InTech
- Published
- 2018-08-22
- OpenAlex
- W2890061327
- Cited by
- 23
- References
- 0
- Citations by year
- 2026: 1 · 2025: 4 · 2024: 3 · 2023: 6 · 2022: 1 · 2021: 3 · 2020: 5
- FWCI
- 3.39
- Type
- book
- Language
- en
- Open access
- green
- www.doabooks.org
- Licence
- cc-by
- Locations
- InTech eBooks (publishedVersion)
- Directory of Open access Books (OAPEN Foundation) (submittedVersion, cc-by)
- Funders
- Suomen Kulttuurirahasto
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Education Pedagogy and Practices
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- teacher professional development, pedagogy, good teaching, teacher education policy, teacher learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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