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Considering teacher cognitions in teacher professional development: studies involving Ecuadorian primary school teachers Ghent University
Four empirical studies contribute to the comprehensive understanding of teachersU+2019 behavior and other related characteristics (i.e. their environment, beliefs, competencies, mission, and identity). The aim is also to promote a teacher professional development approach that takes into account what teachers do, think, and feel. In this sense, experiential learning, social learning, and reflection are useful to influence not only the cognitive ...