Teachers' belief systems about the inclusion of students with special needs may explain
gaps between policy and practice. We investigated three inter-related aspects of teachers' …

This is a systematic literature review aiming to systematically synthesize research of
teachers' collaborative professional development (CPD) for inclusive education. In total, 21 …

As in many countries worldwide, as part of the consequences of the COVID-19 pandemic
lockdown schools in Germany closed in March 2020 and only partially re-opened in May …

To identify factors that can contribute toward supporting educator adoption of digital
technologies beyond the emergency remote teaching response to COVID‐19, we …

Previous studies have acknowledged the importance of resilience in enabling individuals to
cope and bounce back from crises and unexpected situations like the COVID-19 pandemic …

Technology integration in the classroom is seen as an important educational innovation to
enhance teaching and learning processes in the 21st century. Teacher motivation has been …

Against the backdrop of preparing students for a digitalized future, supporting pre-service
teachers' development of technological pedagogical content knowledge (TPACK) has …

Teacher self-efficacy (TSE) is one of the most salient motivational characteristics that is
assumed to affect teachers' instructional quality and student motivational beliefs. However …

During the COVID-19 pandemic, teachers had to conduct online classes because of the
breakdown of school learning. Teacher competence has a great impact on the students' …

In an expertise study with 94 mathematics teachers varying in their relative teacher expertise
(ie, student teachers, trainee teachers, in-service teachers), we examined effects of teachers' …