Roshana Kanagaratnam, Stephanie Zwi, Angela C Webster, Jennifer Isautier, Kelly Lambert, Heather L Shepherd, Kirsten McCaffery, Kamal Sud, Danielle Marie Muscat
Interventions to support decision-making, health literacy and self-management in ethnic-minority adults living with chronic kidney disease: a systematic review
Clinical kidney journal
aim paper identify different groups inservice teachers based general pedagogical knowledge gpk selfefficacy beliefs explore potential differences among groups regarding instructional quality commitments teaching sample 161 inservice subject teachers science mathematics estonian language taught lower secondary schools estonia included study data collected gpk test selfreported questionnaires instructional quality commitments teaching context oecd teacher knowledge survey based cluster analysis three groups inservice teachers identified overconfident teachers average selfefficacy low gpk competent teachers high selfefficacy gpk insecure teachers low selfefficacy average gpk three types teachers different terms instructional quality commitments teaching seemed teachers selfefficacy beliefs important gpk instructional quality however gpk important teachers professional persistence illuminating general sense professional identity implications findings teacher education teacher retention discussed