[
Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30(10), 1405-1416. https://doi.org/10.1080/09500690802187041
]Search in Google Scholar
[
Adler, A. (1998). Understanding children with emotional problems. Journal of Humanistic Psychology, 38(1), 121-127. https://doi.org/10.1177/0022167898038101
]Search in Google Scholar
[
Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students’ perspectives. Journal of Pedagogical Sociology and Psychology, Online Submission, 2(1), 45-51. https://doi.org/10.33902/JPSP.2020261309
]Search in Google Scholar
[
Aglazor, G. (2017). The role of teaching practise in teacher education programmes. Designing framework for best practise. Global Journal of Educational Research, 16(2), 101-110. https://doi.org/10.4314/gjedr.v16i2.4
]Search in Google Scholar
[
Almasri, F. (2022). Simulations to teach science subjects: Connections between student participation, self-confidence, satisfaction, and learning styles. Education and Information Technologies, 27(5), 7161-7181. https://doi.org/10.1007/s10639-022-10940-w
]Search in Google Scholar
[
Arrington, N. M. (2023). Enhancing preservice teachers’ self-efficacy for teaching diverse learners: Capturing young students’ attention through a read-a-loud and music. Journal of the Scholarship of Teaching and Learning, 23(2). https://doi.org/10.14434/josotl.v23i2.33527
]Search in Google Scholar
[
Augustinovič, A. (2019). Educational opportunities of natural science motivation for students with special educational needs: The viewpoint of natural science teachers. Pedagogika, 136(4), 141-152. https://doi.org/10.15823/p.2019.136.9
]Search in Google Scholar
[
Bell, C. A., Dobbelaer, M. J., Klette, K., & Visscher, A. (2019). Qualities of classroom observation systems. School Effectiveness and School Improvement, 30(1), 3-29. https://doi.org/10.1080/09243453.2018.1539014
]Search in Google Scholar
[
Beňo, P., Havan, P., & Šprinková, S. (2020). Structured, analytical and critical thinking in the educational process of future teachers. Acta Educationis Generalis, 10(3), 111-118. https://doi.org/10.2478/atd-2020-0024
]Search in Google Scholar
[
Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappa, 92(1), 81-90. https://doi.org/10.1177/003172171009200119
]Search in Google Scholar
[
Borko, H., Putnam, R., Berliner, D., & Calfee, R. (1996). Handbook of educational psychology. In Learning to Teach (pp. 673-708). New York: MacMillan.
]Search in Google Scholar
[
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitatitve Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
]Search in Google Scholar
[
Brown, W. S. (2021). Successful strategies to engage students in a COVID-19 environment. Frontiers in Communication, 6, 641865. https://doi.org/10.3389/fcomm.2021.641865
]Search in Google Scholar
[
Bucat, R. (2005). Implications of chemistry education research for teaching practice: Pedagogical content knowledge as a way forward. Chemistry Education International, 6(1), 1-2. https://doi.org/10.1039/B4RP90025A
]Search in Google Scholar
[
Burdett, J. (2003). Making groups work: University students’ perceptions. International Education Journal, 4(3), 177-191.
]Search in Google Scholar
[
Caires, S., Almeida, J., & Vieira, D. (2012). Becoming a teacher: Student teachers’ experiences and perceptions about teaching practice. European Journal of Teacher Education, 35(2), 163-178. https://doi.org/10.1080/02619768.2011.643395
]Search in Google Scholar
[
Castañeda-Trujillo, J. E., López, A. F., & Molina Santana, M. (2022). Empirical in-service teachers’ identities in an ELT education program. Actualidades Pedagógicas, 1(78), 4. https://doi.org/10.19052/ap.vol1.iss78.4
]Search in Google Scholar
[
Chin, C., & Chia, L. G. (2004). Problem‐based learning: Using students’ questions to drive knowledge construction. Science Education, 88(5), 707-727. https://doi.org/10.1002/sce.10144
]Search in Google Scholar
[
Chionidou-Moskofoglou, M., Skoumios, M., & Karampelas, K. (2019). Primary teachers’ teaching practices in Mathematics and Science classes. A descriptive research approach. Mediterranean Journal for Research in Mathematics Education, 16, 7-18. https://www.cymsjournal.com/wp-content/uploads/2021/05/MJRME-Volume-16-Final-June-2019.pdf
]Search in Google Scholar
[
Christensson, C., & Sjöström, J. (2014). Chemistry in context: Analysis of thematic chemistry videos available online. Chemistry Education Research and Practice, 15(1), 59-69. https://doi.org/10.1039/C3RP00102D
]Search in Google Scholar
[
Cochran-Smith, M. (2003). Learning and unlearning: The education of teacher Educators. Teaching and Teacher Education, 19(1), 5-28. https://doi.org/10.1016/S0742-051X(02)00091-4
]Search in Google Scholar
[
Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research. 1987-2003. Review of Educational Research, 76(1), 1-62. https://doi.org/10.3102/00346543076001001
]Search in Google Scholar
[
Chong, S., & Low, E. L. (2009). Why I want to teach and how I feel about teaching-formation of teacher identity from pre-service to the beginning teacher phase. Educational Research for Policy and Practice, 8(1), 59-72. https://doi.org/10.1007/s10671-008-9056-z
]Search in Google Scholar
[
Craig, C. J., Evans, P., Verma, R., Stokes, D., & Li, J. (2019). A tribute to ‘unsung teachers’: teachers’ influences on students enrolling in STEM programs with the intent of entering STEM careers. European Journal of Teacher Education, 42(3), 335-358. https://doi.org/10.1080/02619768.2018.1523390
]Search in Google Scholar
[
Crawford, B. A. (2000). Embracing the essence of inquiry: New roles for science teachers. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(9), 916-937. https://doi.org/10.1002/1098-2736(200011)37:9<916::AID-TEA4>3.0.CO;2-2
]Search in Google Scholar
[
Delclaux, M., & Saltiel, E. (2011). An evaluation of local teacher support strategies for the implementation of inquiry-based science education in French primary schools. Education, 41(2), 138-159. https://doi.org/10.1080/03004279.2011.564198
]Search in Google Scholar
[
Derri, V., Vasiliadou, O., & Kioumourtzoglou, E. (2015). The effects of a short-term professional development program on physical education teachers’ behaviour and students’ engagement in learning. European Journal of Teacher Education, 38(2), 234-262. https://doi.org/10.1080/02619768.2014.947024
]Search in Google Scholar
[
Díaz Montes, L. A., & Barrera Zapata, R. (2022). Uso de recursos educativos digitales y ambientes virtuales de aprendizaje para la enseñanza de matemáticas en ingeniería. Sistematización de la experiencia docente. Actualidades Pedagógicas, 1(77), 5. https://doi.org/10.19052/ap.vol1.iss77.5
]Search in Google Scholar
[
Double, K. S., McGrane, J. A., & Hopfenbeck, T. N. (2020). The impact of peer assessment on academic performance: A meta-analysis of control group studies. Educational Psychology Review, 32, 481-509. https://doi.org/10.1007/s10648-019-09510-3
]Search in Google Scholar
[
Eisenhardt, K. M. (1989). Building theories from case study research. Academy of Management Review, 14(4), 532-550. https://doi.org/10.2307/258557
]Search in Google Scholar
[
Gabalán-Coello, J., & Vásquez-Rizo, F. E. (2021). Una propuesta metodológica didáctico-constructivista para fomentar el aprendizaje de la modelación estadística a nivel universitario. Actualidades Pedagógicas, 1(76), 61-79. https://doi.org/10.19052/ap.vol1.iss76.3
]Search in Google Scholar
[
Gabel, D. (1999). Improving teaching and learning through Chemistry education research: A look to the future. Journal of Chemical Education, 76(4), 548-554. https://doi.org/10.1021/ed076p548
]Search in Google Scholar
[
Garrett, R. M. (1986). Problem-solving in Science education. Studies in Science Education, 13, 70-95. https://doi.org/10.1080/03057268608559931
]Search in Google Scholar
[
Griffiths, V. (2000). The reflective dimension in teacher education. International Journal of Educational Research, 33(5), 539-555. https://doi.org/10.1016/S0883-0355(00)00033-1
]Search in Google Scholar
[
Guskey, T. R. (1989) Attitude and perceptual change in teachers. International Journal of Educational Research, 13(4), 439-453. https://doi.org/10.1016/0883-0355(89)90039-6
]Search in Google Scholar
[
Gül, G. (2023). Use of technology-supported educational tools in general music education and its contribution to the process of music education. Acta Educationis Generalis, 13(2), 63-81. https://doi.org/10.2478/atd-2023-0014
]Search in Google Scholar
[
Iqbal, M. H., Siddiqie, S. A., & Mazid, M. A. (2021). Rethinking theories of lesson plan for effective teaching and learning. Social Sciences & Humanities Open, 4(1), 100172. https://doi.org/10.2139/ssrn.3800865
]Search in Google Scholar
[
Johnson, P. A. (2011). Problem-based, cooperative learning in the engineering classroom. Journal of Professional Issues in Engineering Education and Practice, 125(1), 8-11. https://doi.org/10.1061/(ASCE)1052-3928(1999)125:1(8)
]Search in Google Scholar
[
Junior, J. B. B. (2020). Assessment for learning with mobile apps: Exploring the potential of quizzes in the educational context. International Journal of Development Research, 10(1), 33366-33371.
]Search in Google Scholar
[
Juuti, K., Christophersen, K. A., Elstad, E., Solhaug, T., & Turmo, A. (2018). Finnish teacher education and its contributions to pre-service teachers’ instructional self-efficacy. Issues in Educational Research, 28(2), 422-437.
]Search in Google Scholar
[
Kholmuratovich, M. K., Mardanaqulovich, A. S., Ravshanovich, J. R., Sharifovna, K. U., & Shodiyevna, B. O. (2020). Methodology of improving independent learning skills of future fine art teachers (On the example of still life in colorful paintings). International Journal of Psychosocial Rehabilitation, 24(5), 2043-2048. https://doi.org/10.37200/V24I5/17074
]Search in Google Scholar
[
Kirbulut, Z. D., & Bektas, O. (2011). Prospective chemistry teachers’ experiences of teaching practice. Procedia Social and Behavioral Sciences 15, 3651-3655. https://doi.org/10.1016/j.sbspro.2011.04.351
]Search in Google Scholar
[
Kožuchová, M., Barnová, S., Stebila, J., & Krásna, S. (2023). Inquiry-based approach to education. Acta Educationis Generalis, 13(2), 50-62. https://doi.org/10.2478/atd-2023-0013
]Search in Google Scholar
[
Krzeczkowska, M. (2020). How students – future teachers identify themselves with the issue of organic reaction mechanisms in the context of Chemistry lesson carried out at schools. Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia, 10(I), 134-141.
]Search in Google Scholar
[
Li, H., Xiong, Y., Hunter, C. V., Guo, X., & Tywoniw, R. (2020). Does peer assessment promote student learning? A meta-analysis. Assessment & Evaluation in Higher Education, 45(2), 193-211. https://doi.org/10.1080/02602938.2019.1620679
]Search in Google Scholar
[
Markovıć, M., Trivic, D., Markovi, M., Randjelovıć, M., & Randjelovi, M. (2010). Practical homework assignments as part of chemistry teaching and learning. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 4(2), 69-78.
]Search in Google Scholar
[
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205-222. https://doi.org/10.24059/olj.v22i1.1092
]Search in Google Scholar
[
Mathew, P., Mathew, P., & Peechattu, P. J. (2017). Reflective practices: A means to teacher development. Asia Pacific Journal of Contemporary Education and Communication Technology, 3(1), 126-131.
]Search in Google Scholar
[
Matúšová, S., & Kollár, V. (2023). Labour and education markets in Industry 4.0. Acta Educationis Generalis, 13(1), 1-25. https://doi.org/10.2478/atd-2023-0001
]Search in Google Scholar
[
Meyers, C., & Jones, T. B. (1993). Promoting Active Learning. Strategies for the College Classroom. San Francisco: Jossey-Bass Inc.
]Search in Google Scholar
[
Michael, J. (2006). Where’s the evidence that active learning works? Advances in Physiology Education, 30, 159-167. https://doi.org/10.1152/advan.00053.2006
]Search in Google Scholar
[
Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry‐based science instruction - What is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 47(4), 474-496. https://doi.org/10.1002/tea.20347
]Search in Google Scholar
[
Munir, M. T., Baroutian, S., Young, B. R., & Carter, S. (2018). Flipped classroom with cooperative learning as a cornerstone. Education for Chemical Engineers, 23, 25-33. https://doi.org/10.1016/j.ece.2018.05.001
]Search in Google Scholar
[
Patton, M. Q. (1990). Qualitative evaluation and research methods. SAGE Publications, Inc.
]Search in Google Scholar
[
Pei, L., Longcamp, M., Leung, F. K. S., & Ouyang, G. (2021). Temporally resolved neural dynamics underlying handwriting. NeuroImage, 244, 118578. https://doi.org/10.1016/j.neuroimage.2021.118578
]Search in Google Scholar
[
Pekdag, B., & Le Maréchal, J. F. (2010). Movies in chemistry education. Asia Pacific Forum on Science Learning and Teaching, 11(1), 1-19.
]Search in Google Scholar
[
Puspitarini, Y. D., & Hanif, M. (2019). Using learning media to increase learning motivation in elementary school. Anatolian Journal of Education, 4(2), 53-60. https://doi.org/10.29333/aje.2019.426a
]Search in Google Scholar
[
Sancar, R., Atal, D., Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101(2), 03305. https://doi.org/10.1016/j.tate.2021.103305
]Search in Google Scholar
[
Sarıca, R., & Çetin, B. (2020). The process of inquiry-based teaching practices from the perspective of prospective Mathematics teachers. Acta Educationis Generalis, 10(3), 1-33. https://doi.org/10.2478/atd-2020-0018
]Search in Google Scholar
[
Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions (1st ed.). San Francisco: Jossey-Bass. Sotáková, I., Ganajová, M., & Babincáková, M. (2020). Inquiry-based science education as a revision strategy. Journal of Baltic Science Education, 19(3), 499-513. https://doi.org/10.33225/jbse/20.19.499
]Search in Google Scholar
[
Syam, F., Resyadi, H., & Sanusi, A. P. (2023). Unveiling the journey: exploring the personal experience of a novice EFL teacher in the classroom. International Journal of Research on English Teaching and Applied Linguistics, 4(1), 24-33. https://doi.org/10.30863/ijretal.v4i1.5008
]Search in Google Scholar
[
Trávníčková, P. (2021). The view of student teachers on the teacher’s profession. Acta Educationis Generalis, 11(3), 23-34. https://doi.org/10.2478/atd-2021-0019
]Search in Google Scholar
[
Vrieling-Teunter, E., de Vries, N., Sins, P., & Vermeulen, M. (2022). Student motivation in teacher learning groups. European Journal of Teacher Education, 6, 1-17. https://doi.org/10.1080/02619768.2022.2086119
]Search in Google Scholar
