H. Hagger

发表

Learning to plan, planning to learn: the developing expertise of beginning teachers

Katharine Burn, Trevor Mutton, Trevor Mutton, 2011 .

Starting points: student teachers' reasons for becoming teachers and their preconceptions of what this will mean

David Pedder, S. Brindley, H. Hagger, 2004 .

Mentoring: Perspectives on School-based Teacher Education

D. Mcintyre, H. Hagger, M. Wilkin, 1993 .

Teachers' situation-specific mastery experiences: teacher, student group and lesson effects

L. Malmberg, H. Hagger, Sophie Webster, 2013, European Journal of Psychology of Education.

Observed Classroom Quality during Teacher Education and Two Years of Professional Practice.

L. Malmberg, Trevor Mutton, H. Hagger, 2010 .

Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences.

L. Malmberg, H. Hagger, 2009, The British journal of educational psychology.

Pre-service teachers’ goals and future-time extension, concerns, and well-being

L. Malmberg, H. Hagger, 2011 .

What Can Research Tell us about Teacher Education?

Donald McIntyre, D. Mcintyre, H. Hagger, 2000 .

Teachers' Expertise and Models of Mentoring

D. Mcintyre, H. Hagger, 2013 .

Beyond Concerns with Self: The sophisticated thinking of beginning student teachers

H. Hagger, K. Burn, T. Everton, 2000 .

Strengthening and sustaining professional learning in the second year of teaching

H. Hagger, K. Burn, T. Mutton, 2010 .

Teachers' situation-specific mastery experiences: teacher, student group and lesson effects

L. Malmberg, H. Hagger, Sophie Webster, 2014 .

Practice makes perfect? Learning to learn as a teacher

S. Brindley, Trevor Mutton, H. Hagger, 2008 .

The School Mentor Handbook: Essential Skills and Strategies for Working with Student Teachers

D. Mcintyre, H. Hagger, K. Burn, 1995 .

Professional development through the Oxford Internship model

Donald McIntyre, D. Mcintyre, H. Hagger, 1992 .