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[2]
The ‘shape’ of teacher professionalism in England: professional standards, performance management, professional development and the changes proposed in the 2010 White Paper[J] . Linda Evans.British Educational Research Journal . 2011 (5)
[3]
Achievement goals for teaching and teachers’ reference norms: Relations with instructional practices[J] . Jan Retelsdorf,Catharina Günther.Teaching and Teacher Education . 2011 (7)
[4]
Teachers’ goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout[J] . Jan Retelsdorf,Ruth Butler,Lilian Streblow,Ulrich Schiefele.Learning and Instruction . 2009 (1)
[5]
CLASSROOM GOAL STRUCTURE, STUDENT MOTIVATION, AND ACADEMIC ACHIEVEMENT[J] . Judith L. Meece,Eric M. Anderman,Lynley H. Anderman.Annual Review of Psychology . 2006
[6]
School reform and transitions in teacher professionalism and identity[J] . Christopher Day.International Journal of Educational Research . 2003 (8)
[7]
Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. C. A. Wolters,S. G. Daugherty. Journal of Education . 2007
[8]
How to Improve Teaching Practices: The Role of Teacher Motivation, Organizational Factors, and Leadership Practices. Erik E. J. Thoonen,Peter J. C. Sleegers,Frans J. Oort,Thea T. D. Peetsma,Femke P. Geijsel. Educational Administration Quarterly . 2011
[9]
Autonomous motivation for teaching:How self–determined teaching may lead to self–determined learning. Roth,G,Assor,A,Maymon,K.Y,Kaplan,H. Journal of Education . 2007