References
- Adjei, L., & Donovan, S. J. (2022). First Gen/Gen Z: Reimagining secondary education supports through literacy partnerships. Opportunity Matters: Journal of Access and Opportunity in Education, 4, 142–156.
- Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
- Brown, T. M., & Rodriguez, L. F. (2017). Collaborating with urban youth to address gaps in teacher education. Teacher Education Quarterly, 44(3), 75–92.
- Campbell, P. (2020). Rethinking professional collaboration and agency in a post-pandemic era. Journal of Professional Capital and Community, 5(3/4), 337–341. https://doi.org/10.1108/JPCC-06-2020-0033
- Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Sage.
- Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263–272. https://doi.org/10.1177/0022487193044004004
- Corbin, J., & Strauss, A. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Sage.
- Darling, N. (2007). Ecological systems theory: The person in the center of the circles. Research in Human Development, 43(3–4), 203–217. https://doi.org/10.1080/15427600701663023
- Ellis, V., Mansell, W., & Steadman, S. (2020). A new political economy of teacher development: England’s teaching and leadership innovation fund. Journal of Education Policy, 1–19. https://doi.org/10.1080/02680939.2020.1717001
- Fagel, P. L. (2020). Career confidential: Teacher feels more competent than the principal. Phi Delta Kappan, 102(1), 51. https://doi.org/10.1177/0031721720956879
- Falk-Ross, F. (2008). Helping literacy centers come alive for teachers: Transitions into use of interactive small group reading stations. College Reading Association Yearbook, 29, 237–247.
- Farrell, R. (2021). Covid-19 as a catalyst for sustainable change: The rise of democratic pedagogical partnership in initial teacher education in Ireland. Irish Educational Studies, 40(2), 161–167. https://doi.org/10.1080/03323315.2021.1910976
- Farrell, R., & Marshall, K. (2020). The interplay between technology and teaching and learning: Meeting local needs and global challenges. In J. Fox, C. Alexander, & T. Aspland (Eds.), Teacher education in globalised times (pp. 41–52). Springer.
- Flower, L. (2002). Intercultural inquiry and the transformation of service. College English, 65(2), 181–201. https://doi.org/10.2307/3250762
- Flower, L. (2008). Community literacy and the rhetoric of public engagement. Southern Illinois Press.
- Fokkens-Bruinsma, M., Tigelaar, E. H., van Rijswijk, M. M., & Jansen, E. P. W. A. (2023). Preservice teachers’ resilience during times of COVID-19. Teachers and Teaching, Theory and Practice, ahead-of-print (ahead-of-print), 1–14. https://doi.org/10.1080/13540602.2023.2172391
- Gay, L., & Airasian, P. (2003). Educational research: Competencies for analysis and application (7th ed. ed.). Pearson International Edition.
- Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 3–17). Springer Netherlands.
- Giner-Gomis, A., González-Fernández, R., Iglesias-Martínez, M. J., López-Gómez, E., & Lozano-Cabezas, I. (2023). Investigating the teaching practicum during COVID-19 through the lens of preservice teachers. Quality Assurance in Education, 31(1), 74–90. https://doi.org/10.1108/QAE-03-2022-0062
- Glaser, B. G., & Strauss, A. (1967). The discovery of grounded theory. Aldine
- Guerin, C. (2021). Researcher developers traversing the borderlands: Credibility and pedagogy in the third space. Teaching in Higher Education, 26(3), 518–524. https://doi.org/10.1080/13562517.2021.1894551
- Harris, A., & Jones, M. (2020). COVID 19 – school leadership in disruptive times. School Leadership & Management, 40(4), 243–247. https://doi.org/10.1080/13632434.2020.1811479
- Heinz, M., & Fleming, M. (2019). Leading change in teacher education: Balancing on the wobbly bridge of school university partnership. European Journal of Educational Research, 8(4), 1295–1306. https://doi.org/10.12973/eu-jer.8.4.1295
- Hesse-Biber, S. N., & Leavy, P. (Eds.). (2010). Handbook of emergent methods. Guilford Press.
- Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60(4), 549–571. https://doi.org/10.3102/00346543060004549
- Ivey, G., & Broaddus, K. (2001). “Just plain reading”: A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36(4), 350–377. https://doi.org/10.1598/RRQ.36.4.2
- Jin, M. (2023). Preservice teachers’ online teaching experiences during COVID-19. Early Childhood Education Journal, 51(2), 371–381. https://doi.org/10.1007/s10643-022-01316-3
- Kidd, W. (2020). Agility, return and recovery: Our new covid context for schooling and teacher education? [Blog Post June 25]. https://www.bera.ac.uk/blog/agility-return-and-recovery-our-new-covid-context-for-schooling-and-teacher-education
- Ladson-Billings, G. (2021). Three decades of culturally relevant, responsive, & sustaining pedagogy: What lies ahead? The Educational Forum, 85(4), 351–354. https://doi.org/10.1080/00131725.2021.1957632
- Lane, H. G., Hudson, R. F., McCray, E. D., Tragash, J. R., & Zcig, J. L. (2011). Tutoring opened my eyes: Tutor experiences in the America reads challenge. Mentoring & Tutoring: Partnership in Learning, 19(2), 199–218. https://doi.org/10.1080/13611267.2011.564354
- la Velle, L., Newman, S., Montgomery, C., & Hyatt, D. (2020). Initial teacher education in England and the Covid-19 pandemic: Challenges and opportunities. Journal of Education for Teaching, 46(1), 1–3. https://doi.org/10.1080/02607476.2020.1803051
- Laverick, D. M., & Paquette, K. R. (2017). Service learning through a literacy tutoring program. In L. Heider (Ed.), Service learning as pedagogy in early childhood education (pp. 151–168). Springer.
- Lesko, N. (2012). Act your age! A cultural construction of adolescence (2nd ed.). Routledge.
- Lesko, N., & Talburt, S. (2012). Keywords in youth studies: Tracing affects, movements, knowledges. Routledge.
- Lewis, M. A., & Petrone, R. (2010). “Although adolescence need not Be Violent…”: Preservice teachers’ connections between “adolescence” and literacy curriculum. Journal of Adolescent & Adult Literacy, 53(5), 398–407. https://doi.org/10.1598/JAAL.53.5.5
- Massey, D. D., & Lewis, J. (2011). Learning from the “little guys”: What do middle and high school preservice teachers learn from tutoring elementary students? Literacy Research and Instruction, 50(2), 120–132. https://doi.org/10.1080/19388071003725705
- McGarr, O., O’Grady, E., & Guilfoyle, L. (2017). Exploring the theory-practice gap in initial teacher education: Moving beyond questions of relevance to issues of power and authority. Journal of Education for Teaching, 43(1), 48–60. https://doi.org/10.1080/02607476.2017.1256040
- McMillan, B. J., & Schumacher, S. (2001). Research in education: A conceptual introduction. Longman.
- Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38–70. https://doi.org/10.1598/RRQ.39.1.4
- Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609–611. https://doi.org/10.1080/02607476.2020.1755205
- Navarro, J. L., & Tudge, J. R. H. (2022). Technologizing Bronfenbrenner: Neo-ecological theory. Current Psychology, 42(22), 19338–19354. https://doi.org/10.1007/s12144-022-02738-3
- Ovenden Hope, T., Blandford, S., Cain, T., & Maxwell, B. (2018). RETAIN early career teacher retention programme: Evaluating the role of research informed continuing professional development for a high quality, sustainable 21st century teaching profession. Journal of Education for Teaching, 44(5), 590–607. https://doi.org/10.1080/02607476.2018.1516349
- Petrone, R., & Lewis, M. A. (2012). Deficits, therapists, and a desire to distance: Secondary English preservice teachers’ reasoning about their future students. English Education, 44, 254–287. https://www.jstor.org/stable/23238729
- Petrone, R., Rink, N., & Speicher, C. (2020). From talking about to talking with: Integrating native youth voices into teacher education via a repositioning pedagogy. Harvard Educational Review, 90(2), 243–268. https://doi.org/10.17763/1943-5045-90.2.243
- Polit, D. F., & Beck, C. T. (2004). Nursing research: Principles and methods. Lippincott Williams & Wilkins.
- Roofe, C. G., & Cook, L. D. (2017). Co-operating teachers, school placement and the implications for quality. Australian Journal of Teacher Education, 42(6), 35–50. https://doi.org/10.14221/ajte.2017v42n6.3
- Scull, J., Phillips, M., Sharma, U., & Garnier, K. (2020). Innovations in teacher education at the time of COVID19: An Australian perspective. Journal of Education for Teaching, 46(4), 497–506. https://doi.org/10.1080/02607476.2020.1802701
- Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
- Strayhorn, T. L. (2010). The role of schools, families, and psychological variables on math achievement of black high school students. The High School Journal, 93(4), 177–194. https://doi.org/10.1353/hsj.2010.0003
- Vadeboncoeur, J., Patel, A., & Stevens, L. (Eds.). (2005). Re/Constructing “the adolescent”: Sign, symbol, and body. Peter Lang.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
- Wald, N., & Harland, T. (2022). Reconsidering Vygotsky’s ‘more capable peer’ in terms of both personal and knowledge outcomes. Teaching in Higher Education, 27(3), 417–423. https://doi.org/10.1080/13562517.2021.2007474
- Whiting, C. (2019). Towards a new topography of ITT: A profile of initial teacher training in England, 2015-16. In N. Sorensen (Ed.), Diversity in teacher education: Perspectives on a school-led system (pp. 29–59). UCL IOE.
- Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99. https://doi.org/10.1177/0022487109347671