pre-service teachers

Kramarski, B., & Michalsky, T. (2010).

Preparing preservice teachers for self- regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20, 434-447.

Kramarski, B., & Michalsky, T. (2010).

Preparing preservice teachers for self- regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20, 434-447.

Kramarski, B., & Michalsky, T. (2010).

Preparing preservice teachers for self- regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20, 434-447.

Kramarski, B., & Michalsky, T. (2010).

Preparing preservice teachers for self- regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20, 434-447.

Kramarski, B., & Michalsky, T. (2009).

Three metacognitive approaches to training pre-service teachers in different learning phases of technological pedagogical content knowledge. Educational Research and Evaluation, 15 (5), 465-490.

Kramarski, B., & Michalsky, T. (2009).

Three metacognitive approaches to training pre-service teachers in different learning phases of technological pedagogical content knowledge. Educational Research and Evaluation, 15 (5), 465-490.

Kramarski, B., & Michalsky, T. (2009).

Three metacognitive approaches to training pre-service teachers in different learning phases of technological pedagogical content knowledge. Educational Research and Evaluation, 15 (5), 465-490.

Kramarski, B., & Michalsky, T. (2009).

Three metacognitive approaches to training pre-service teachers in different learning phases of technological pedagogical content knowledge. Educational Research and Evaluation, 15 (5), 465-490.

Leyser, Y. & Romi, S. (2009)

Self efficacy beliefs of pre-service teachers from six religious affiliations: educational implications. Educational Practice and Theory, 31 (1), 73-90

Leyser, Y. & Romi, S. (2009)

Self efficacy beliefs of pre-service teachers from six religious affiliations: educational implications. Educational Practice and Theory, 31 (1), 73-90

Kramarski, B., & Michalsky, T. (2008).

Preparing pre-service teachers for professional education within a metacognitive computer-based learning environment. In N. Shwartz, J. Zumbch, T. Seufert & L. Kester (Eds.), Beyond knowledge (pp. 93-101). New York: Springer.

Kramarski, B., & Michalsky, T. (2008).

Preparing pre-service teachers for professional education within a metacognitive computer-based learning environment. In N. Shwartz, J. Zumbch, T. Seufert & L. Kester (Eds.), Beyond knowledge (pp. 93-101). New York: Springer.

Kramarski, B., & Michalsky, T. (2008).

Preparing pre-service teachers for professional education within a metacognitive computer-based learning environment. In N. Shwartz, J. Zumbch, T. Seufert & L. Kester (Eds.), Beyond knowledge (pp. 93-101). New York: Springer.

Kramarski, B., & Michalsky, T. (2008).

Preparing pre-service teachers for professional education within a metacognitive computer-based learning environment. In N. Shwartz, J. Zumbch, T. Seufert & L. Kester (Eds.), Beyond knowledge (pp. 93-101). New York: Springer.

Leyser, Y., & Romi, S.  (2008).

Religion and attitudes of college preservice teachers toward students with disabilities. Higher Education, 55, 703-717.

Leyser, Y., & Romi, S.  (2008).

Religion and attitudes of college preservice teachers toward students with disabilities. Higher Education, 55, 703-717.

Passig, D., & Moshe, R. (2008).

Enhancing pre-service teachers’ awareness to pupils' test-anxiety with 3D immersive simulation. Journal of Educational Computing Research, 38 (3),255-278. 

Passig, D., & Moshe, R. (2008).

Enhancing pre-service teachers’ awareness to pupils' test-anxiety with 3D immersive simulation. Journal of Educational Computing Research, 38 (3),255-278. 

Iram, Y. & Maslovaty, N. (1995)

Student's Images as Perceived by Practicing and Prospective Teachers.  Magister, 4,  48-57

Iram, Y. & Maslovaty, N. (1995)

Student's Images as Perceived by Practicing and Prospective Teachers.  Magister, 4,  48-57