Primary and secondary school mental health teachers in professional identity of intervention programs

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"Primary and secondary school mental health teachers in professional identity of intervention programs"
written by Hao Lei, Cheng Guo, Yanling Liu,
published by Health, Vol.4 No.12, 2012

has been cited by the following article(s):

[1]	Domains of Teacher Identity: A Review of Quantitative Measurement Instruments
	2019

[2]	Cognitive-Processing Bias in Chinese Student Teachers with Strong and Weak Professional Identity
	Frontiers in psychology, 2017

[3]	Classroom Teachers and Their Experiences with a Diagnosed Mental Disorder in the Atlanta Area: A Hermeneutic Phenomenology
	ProQuest Dissertations Publishing, 2017

[4]	Too much parental cooperation? Parent–teacher cooperation and how it influences professional responsibility among Danish schoolteachers
	Power and Education, 2017

[5]	师范生职业认同与自杀意念的关系: 抑郁的中介作用及其性别差异
	2017

[6]	Narrative learning through life: Kenyan teachers' life-stories and narrative learning, and what this means for their relation to the teaching profession
	International Journal of Educational Development, 2015

[7]	Informal, moralistic health education in Kenyan teacher education and how it influences the professional identity of student-teachers
	Research in Comparative and International Education, 2015

[1]	Domains of teacher identity: A review of quantitative measurement instruments Educational Research Review, 2019 DOI:10.1016/j.edurev.2019.01.003

[2]	Cognitive-Processing Bias in Chinese Student Teachers with Strong and Weak Professional Identity Frontiers in Psychology, 2017 DOI:10.3389/fpsyg.2017.00784

[3]	Too much parental cooperation? Parent–teacher cooperation and how it influences professional responsibility among Danish schoolteachers Power and Education, 2017 DOI:10.1177/1757743817737562

[4]	Informal, moralistic health education in Kenyan teacher education and how it influences the professional identity of student-teachers Research in Comparative and International Education, 2015 DOI:10.1177/1745499915571705