Hazel Hagger
Biographic Data
| ID | 2748104 |
|---|---|
| NAME | Hazel Hagger |
| GIVEN NAMES | Hazel |
| FAMILY NAME | Hagger |
| SIGNATURE | HAGGER H |
| AFFILIATIONS | University of Oxford |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 3 |
Pre-service teachers’ goals and future-time extension, concerns, and well-being
Making sense of learning to teach
The focus of this paper is on student teachers' learning during the course of a one‐year postgraduate programme and the importance of the interaction between learner identities and the contexts in which student teachers learn to teach: a relationship that is critical to our understanding of beginning teachers' development in whatever specific context it occurs. The research is based on a series of post‐lesson interviews, conducted with 25 student…
Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences
Background Conceptualizations of teachers' agency beliefs converge around domains of support and instruction.Aim We investigated changes in student teachers' agency beliefs during a 1 year teacher education course, and related these to observed classroom quality and day-to-day experiences in partnership schools during the practicum.Samples Out of a sample of 66 student teachers who had responded to at least two out of four times to a questionnair…
Mentoring
Professional Development through the Oxford Internship Model
Professional development through the Oxford Internship model
Making sense of learning to teach
The focus of this paper is on student teachers' learning during the course of a one‐year postgraduate programme and the importance of the interaction between learner identities and the contexts in which student teachers learn to teach: a relationship that is critical to our understanding of beginning teachers' development in whatever specific context it occurs. The research is based on a series of post‐lesson interviews, conducted with 25 student…
Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences
Background Conceptualizations of teachers' agency beliefs converge around domains of support and instruction.Aim We investigated changes in student teachers' agency beliefs during a 1 year teacher education course, and related these to observed classroom quality and day-to-day experiences in partnership schools during the practicum.Samples Out of a sample of 66 student teachers who had responded to at least two out of four times to a questionnair…
Pre-service teachers’ goals and future-time extension, concerns, and well-being
Professional Development through the Oxford Internship Model
Professional development through the Oxford Internship model
Mentoring
Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences
Background Conceptualizations of teachers' agency beliefs converge around domains of support and instruction.Aim We investigated changes in student teachers' agency beliefs during a 1 year teacher education course, and related these to observed classroom quality and day-to-day experiences in partnership schools during the practicum.Samples Out of a sample of 66 student teachers who had responded to at least two out of four times to a questionnair…
Pre-service teachers’ goals and future-time extension, concerns, and well-being
Making sense of learning to teach
The focus of this paper is on student teachers' learning during the course of a one‐year postgraduate programme and the importance of the interaction between learner identities and the contexts in which student teachers learn to teach: a relationship that is critical to our understanding of beginning teachers' development in whatever specific context it occurs. The research is based on a series of post‐lesson interviews, conducted with 25 student…
Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Higher Education Learning Practices (2 works) · Internship (2 works) · Medical education (2 works) · Medicine (2 works) · Professional development (2 works) · Social Psychology (2 works) · Sociology (2 works)