Margareta Maria Thomson

Development trajectories for novice teachers: teaching efficacy, instructional beliefs, and domain knowledge

Thomson, M. M., Huggins, E., Carrier, S. J., & Gray, D. L. (2022, May 17). INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, Vol. 5.

Developmental Trajectories for Novice Elementary Teachers: Teaching Efficacy and Mathematics Knowledge

Thomson, M. M., Gray, D. L., Walkowiak, T. A., & Alnizami, R. (2021, May 20). JOURNAL OF TEACHER EDUCATION, Vol. 5.

Developmental science efficacy trajectories of novice teachers from a STEM-Focused program: A longitudinal mixed-methods investigation

TEACHING AND TEACHER EDUCATION, 77, 253–265.

Large-scale assessment as professional development: teachers' motivations, ability beliefs, and values

TEACHER DEVELOPMENT, 23(2), 192–212.

Perceptions of Scientists and Stereotypes through the Eyes of Young School Children

EDUCATION RESEARCH INTERNATIONAL, 2019.

The Role of Emotions in Teachers' Professional Development: Attending a Research Experience for Teachers (RET) Program

EDUCATION RESEARCH INTERNATIONAL, 2019.

Teacher implementation of Self-Regulated Strategy Development with an automated writing evaluation system: Effects on the argumentative writing performance of middle school students

Contemporary Educational Psychology, 54, 255–270.

The development of elementary teacher identities as teachers of science

International Journal of Science Education, 39(13), 1733–1754.

Beliefs systems and classroom practices: Identified typologies of elementary school teachers from the United States

JOURNAL OF EDUCATIONAL RESEARCH, 109(4), 360–374.

Metaphorical images of schooling: beliefs about teaching and learning among prospective teachers from the United States displaying different motivational profiles

EDUCATIONAL PSYCHOLOGY, 36(3), 502–525.

Teaching efficacy: exploring relationships between mathematics and science self-efficacy beliefs, PCK and domain knowledge among preservice teachers from the United States

Teacher Development, 21(1), 1–20.

A structural equation model of pre-service teachers' perceptions of future goals and current course-related motivation

JAPANESE PSYCHOLOGICAL RESEARCH, 57(3), 231–241.

Teaching motivations, characteristics and professional growth: results from the Great Expectations (GE) programme in the United States

EDUCATIONAL PSYCHOLOGY, 35(5), 578–597.

Alternative education programmes: synthesis and psychological perspectives

Educational Psychology in Practice, 30(2), 111–119.

Elementary Science Education in Classrooms and Outdoors: Stakeholder views, gender, ethnicity, and testing

International Journal of Science Education, 36(13), 2195–2220.

Preservice teachers' understanding of their professional goals: Case studies from three different typologies

TEACHING AND TEACHER EDUCATION, 44, 56–68.

Elementary Science Indoors and Out: Teachers, Time, and Testing

Research in Science Education, 43(5), 2059–2083.

Elementary Teachers' Classroom Practices and Beliefs in Relation to US Science Education Reform: Reflections from within

International Journal of Science Education, 35(11), 1800–1823.

Elementary teachers' views of their science professional development attendance: An expectancy-value approach

Eurasia Journal of Mathematics Science and Technology Education, 9(1), 45–58.

Elementary teachers’ values and expectancies: reflections on professional experiences

Professional Development in Education, 39(3), 438–440.

Prospective teachers’ goal orientation: an examination of different teachers’ typologies with respect to motivations and beliefs about teaching

Teacher Development, 17(4), 409–430.

A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates

Teaching and Teacher Education, 28(3), 324–335.

Research Experiences for Teachers (RET): Motivation, Expectations, and Changes to Teaching Practices due to Professional Program Involvement

Journal of Science Teacher Education, 21(2), 127–147.

Research experiences for teachers: influences related to expectancy and value of changes to practice in the American classroom

Professional Development in Education, 35(2), 247–260.

To be or not to be … a teacher? Exploring levels of commitment related to perceptions of teaching among students enrolled in a teacher education program

Teachers and Teaching, 15(6), 683–700.

Guided Field Observations: Variables Related to Preservice Teachers' Knowledge about Effective Primary Reading Instruction∗

Literacy Research and Instruction, 47(2), 76–98.

Some Methodological Issues with “Draw a Scientist Tests” among Young Children

International Journal of Science Education, 30(6), 773–792.