Profiling Teachers' Continuing Professional Development and the Relation with Their Beliefs about Learning and Teaching.

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Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction (2017, background): “It has been shown that teachers’ attributions of difficult classroom situations as either learning experiences or inevitable conflicts, affect their well-being (De Vries et al., 2013; Hoekstra et al., 2009; Soini et al., in press).”