Seyum Getenet
Seyum Getenet
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The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability
JE Dyment, JM Davis, D Nailon, S Emery, S Getenet, N McCrea, A Hill
Environmental Education Research 20 (5), 660-679, 2014
Exploring how adults who work with young children conceptualise sustainability and describe their practice initiatives
A Hill, S Emery, D Nailon, J Dyment, S Getenet, N McCrea, JM Davis
Australasian Journal of Early Childhood 39 (3), 14-22, 2014
Mathematics teacher educators’ and pre-service teachers’ beliefs about the use of technology in teaching in an African university
S Getenet
International journal of innovative interdisciplinary research 2 (2), 9-20, 2013
Design-based research in doctoral studies: Adding a new dimension to doctoral research
W Goff, S Getenet
International Journal of Doctoral Studies 12, 107-121, 2017
Adapting technological pedagogical content knowledge framework to teach mathematics
ST Getenet
Education and Information Technologies 22 (5), 2629-2644, 2017
Towards “operating within” the field: Doctoral students’ views of supervisors’ discipline expertise
JCC Gube, ST Getenet, A Satariyan, Y Muhammad
International Journal of Doctoral Studies 12, 1-16, 2017
Professionalizing in-service teachers’ focus on technological pedagogical and content knowledge
ST Getenet, K Beswick, R Callingham
Education and Information Technologies 21 (1), 19-34, 2016
Using design-based research to bring partnership between researchers and practitioners
S Getenet
Educational Research 61 (4), 482-494, 2019
Teaching fractions for understanding: addressing interrelated concepts
S Getenet, R Callingham
Proceedings of the 40th Annual Conference of the Mathematics Education …, 2017
Exploring supervisory support in an Australian university: Perspectives of doctoral students in an education faculty
A Satariyan, S Getenet, J Gube, Y Muhammad
Journal of the Australia and New Zealand Student Services Association 46, 1-12, 2015
Conceptualising technology integrated mathematics teaching: The STAMP knowledge framework
ST Getenet, K Beswick, R Callingham
Proceedings of the 2015 annual conference for the psychology of mathematics …, 2015
Teenagers' perceptions of teachers: A developmental argument.
JF, K Swabey, D Pullen, S Getenet, T Dowden
Australian Journal of Teacher Education 43 (2), 26-38, 2018
What is Next in Educational Research?
S Fan, J Fielding-Wells
Springer, 2016
Enhancing mathematics teacher educators' technological pedagogical content knowledge through collaborative professional development: Ethiopia
ST Getenet
University of Tasmania, 2015
Using ICT in Teaching a Specific Mathematics Concept: Graphs of Logarithmic Functions.
ST Getenet, K Beswick
North American Chapter of the International Group for the Psychology of …, 2014
Perspectives on professional development in Australian education: some realities of Standards-based professional development
S Getenet, A Trimble, D Nailon
International Journal of Innovative Interdisciplinary Research 2 (2), 34-48, 2013
Teaching interrelated concepts of fraction for understanding and teacher’s pedagogical content knowledge
S Getenet, R Callingham
Mathematics Education Research Journal 33 (2), 201-221, 2021
Measuring Mathematics Teacher Educators' Knowledge of Technology Integrated Teaching: Instrument Development.
ST Getenet, K Beswick
Mathematics Education Research Group of Australasia, 2013
Designing a professional development program for mathematics teachers for effective use of technology in teaching
ST Getenet
Education and Information Technologies 25 (3), 1855-1873, 2020
Technology and the Knowledge Quartet
G Oates, R Callingham, S Getenet, I Hay, K Beswick, D Thomas
Mathematics Education Research: Impacting Practice, 2019
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