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Informed Intake: A Way to Improve Graduate Quality in Pre-service Teacher Education?

Providing emergency remote teaching: What are teachers’ needs and what could have helped them to deal with the impact of the COVID-19 pandemic?

Teaching in times of COVID-19: A mixed-method study into teachers’ teaching practices, psychological needs, stress, and well-being

When technology meets educational sciences: Combining virtual reality and microteaching to train pre-service teachers’ kindergarten classroom management strategies

Factors that influence PhD candidates’ success: the importance of PhD project characteristics

First-year academic achievement: The role of academic self-efficacy, self-regulated learning and beyond classroom engagement

How contextual factors influence teachers' pedagogical practices

"Ik had het zo goed voorbereid en toch ging er iets mis." Het belang van veerkracht voor aanstaande leraren

Staying BRiTE in the Dutch teacher education context

Well-being Survey 2020: Aspects of University of Groningen PhD students' well-being

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