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E. Adah Miller, L. Berland & T. Campbell. (2024) Equity for Students Requires Equity for Teachers: The Inextricable Link between Teacher Professionalization and Equity-Centered Science Classrooms. Journal of Science Teacher Education 35:1, pages 24-43.
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Jill G. Ordynans, Madhu Narayanan, Devin Rice, Alexandra Vasquez, Susan Wierzbowski, Kristen Ferrari, Sky Hobbs, Tashay Pratt & Amalia Vazquez. (2024) The Power of Teacher Voice: Developing Agency, Advocacy, and Efficacy amid COVID-19. The Teacher Educator 59:1, pages 41-65.
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Mark Fraser, Anthony Wotring, Corinne A. Green & Michelle J. Eady. (2024) Designing a framework to improve critical reflection writing in teacher education using action research. Educational Action Research 32:1, pages 43-59.
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Nouf Almutairi & Ayman Alsuwayl. (2023) Assessing the knowledge of elementary school teachers on universal design for learning in Saudi Arabia. Cogent Education 10:2.
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Baburhan Üzüm, Bedrettin Yazan, Latisha Mary & Sedat Akayoglu. (2023) Teacher agency for social justice in telecollaboration: locating agentive positioning in virtual language interaction. The Language Learning Journal 51:6, pages 766-782.
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Michele Back. (2023) Identity Work and Intercultural Awareness Through Cultural Excavation: Teacher Candidates Studying Abroad. The New Educator 19:4, pages 368-387.
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Rachel Silva, Chonika Coleman-King & Angela Peterson. (2023) Fostering Teacher Candidate Critical Reflection and Racial Identity Development Through Explicit Instruction. The New Educator 19:4, pages 307-328.
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Gill Rutherford. (2023) Teacher education: doing justice to UNCRPD Article 24?. International Journal of Inclusive Education 27:10, pages 1133-1147.
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Jiali Huang & Guoyuan Sang. (2023) Conceptualising critical thinking and its research in teacher education: A systematic review. Teachers and Teaching 29:6, pages 638-660.
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Merav Aizenberg & Gila Cohen Zilka. (2023) Preservice kindergarten teachers’ distance teaching practices during the COVID-19 lockdown period. Journal of Early Childhood Teacher Education 44:3, pages 408-424.
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Limin Jao & Gurpreet Sahmbi. (2023) Sticking together in a world full of sharks: pre-service teachers’ perspectives of mathematics content courses. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-21.
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Rebecca Buchanan & Evan Mooney. (2023) Unpacking Moments of Success in Teacher Education: Discovery of Nuance Through Collaborative Self-Study. Studying Teacher Education 19:1, pages 5-23.
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Teija Koskela, Päivi Granö & Brita Somerkoski. (2023) Student teachers’ experiences of practical training in a foreign culture. Reflective Practice 24:1, pages 71-84.
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Amy Tondreau & Kelly Johnston. (2023) Inquiry-Based Teacher Writing Groups as Sites for Professional Learning and Restorying Identities. The Teacher Educator 58:1, pages 72-90.
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Janet Rowley, Pandora Giles, Amy Hammond, Amal Hussein, Michelle Oakey, Sherly O'hara, Jessica Williams & Katie Wood. (2023) Applying a framework for critical reflection in educational psychology practice: views of trainee educational psychologists. Educational Psychology in Practice 39:1, pages 19-37.
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Louise Archer, Spela Godec, Uma Patel, Emily Dawson & Angela Calabrese Barton. (2022) ‘It really has made me think’: Exploring how informal STEM learning practitioners developed critical reflective practice for social justice using the Equity Compass tool. Pedagogy, Culture & Society 0:0, pages 1-23.
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JuliAnna Ávila. (2022) A pedagogical grey crayon: Dewey’s habit, assumption analysis, and thoughtful practice. Irish Educational Studies 0:0, pages 1-13.
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Lisa M. Harrison, Ellis Hurd & Kathleen M. Brinegar. (2022) What does it mean to be an inclusive middle grades educator?. Middle School Journal 53:5, pages 2-3.
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Alfred M. Limbere, Mika Munakata, Emily J. Klein & Monica Taylor. (2022) Exploring the tensions science teachers navigate as they enact their visions for science teaching: what their feedback can tell us. International Journal of Science Education 44:12, pages 1897-1915.
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Stella Laletas, Christine Grove, Umesh Sharma, Thomas OToole & Mervi Kaukko. (2022) Breaking down the walls of the ‘Ivory Tower’: critical reflections on how co-teaching partnerships can bridge the gap between inclusive education theory and practice. Teachers and Teaching 28:4, pages 475-495.
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Helen Gadsby. (2022) Fostering reflective practice in Post Graduate Certificate in Education students through the use of reflective journals. Developing a typology for reflection. Reflective Practice 23:3, pages 357-368.
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Jennifer Jacobs & Steve Haberlin. (2022) Transformative Learning within an International Teaching Experience: Developing as Emerging Culturally Responsive Teachers. Action in Teacher Education 44:2, pages 104-122.
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Pete Wright, Tiago Carvalho & Alba Fejzo. (2022) Visible mathematics pedagogy: A model for transforming classroom practice. Educational Action Research 30:2, pages 168-191.
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Richard Tinning. (2022) Ruminations on reflection and critical pedagogy in sport coaching. Sports Coaching Review 11:1, pages 87-107.
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Kenan Dikilitaş & Irem Comoglu. (2022) Pre-service English teachers’ reflective engagement with stories of exploratory action research. European Journal of Teacher Education 45:1, pages 26-42.
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Jessica Roberts & Patsy Callaghan. (2021) Inclusion is the ideal, but what is the reality? Early years practitioners perceptions of the access and inclusion model in preschools in Ireland. European Early Childhood Education Research Journal 29:5, pages 780-794.
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Janet Orchard, Amanda Williams, Kate Christopher, Shelley McKeown, Rachael Jackson-Royal, Kathryn Wright, Sally Wai-Yan Wan & Nuraan Davids. (2021) Knowledge exchange, intergroup relations and ‘sharing space’: a community of enquiry for the professional development of teachers of religion and worldviews. British Journal of Religious Education 43:3, pages 265-277.
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Eduardo Cavieres-Fernández & Carlos Urrutia. (2021) Enacting Student Teachers’ Beliefs in an Accountability Policy Context in Chile. The Teacher Educator 56:1, pages 83-100.
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Pete Wright. (2020) Visible and socially-just pedagogy: implications for mathematics teacher education. Journal of Curriculum Studies 52:6, pages 733-751.
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Ingrid Berglund, Susanne Gustavsson & Ingela Andersson. (2020) Vocational teacher students’ critical reflections in site-based education. International Journal of Training Research 18:1, pages 22-36.
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Jo Lampert, Arnetha Ball, Rocio Garcia-Carrion & Bruce Burnett. (2020) Poverty and schooling: three cases from Australia, the United States, and Spain. Asia-Pacific Journal of Teacher Education 48:1, pages 60-78.
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Marc Clarà, Teresa Mauri, Rosa Colomina & Javier Onrubia. (2019) Supporting collaborative reflection in teacher education: a case study. European Journal of Teacher Education 42:2, pages 175-191.
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Timo Kaski, Ari Alamäki & Ellen Bolman Pullins. (2019) Fostering collaborative mind-sets among customers: a transformative learning approach. Journal of Personal Selling & Sales Management 39:1, pages 42-59.
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Fjolla Kaçaniku, Majlinda Gjelaj & Blerim Saqipi. (2019) Context guided instruction to develop reflection competence of education professionals. Review of Education, Pedagogy, and Cultural Studies 41:1, pages 48-67.
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Jocelyn L. N. Wong. (2018) Why social capital is important for mentoring capacity building of mentors: a case study in Hong Kong. Teachers and Teaching 24:6, pages 706-718.
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Angela McDonald, Kathryn C. Kelly & Kylie P. Dotson-Blake. (2018) The Sexual Identity Timeline: A Reflection Tool for Developing Competence in Counseling. Journal of Creativity in Mental Health 13:2, pages 243-253.
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Katrina Liu. (2017) Creating a dialogic space for prospective teacher critical reflection and transformative learning. Reflective Practice 18:6, pages 805-820.
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Kayla D. Myers, Sarah Bridges-Rhoads & Susan Ophelia Cannon. (2017) Reflection in constellation: Post theories, subjectivity, and teacher preparation. Journal of Early Childhood Teacher Education 38:4, pages 326-341.
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Bree Akesson & Olufunke Oba. (2017) Beyond Words: Comics in the Social Work Classroom. Journal of Social Work Education 53:4, pages 595-606.
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Charlotte Meierdirk. (2017) Reflections of the student teacher. Reflective Practice 18:1, pages 23-41.
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Jinhee Kim. Against Teaching Home As Housing in School: Examining How Teachers Teach Home. Action in Teacher Education 0:0, pages 1-14.
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Richard Miller, Katrina Liu, Christopher B. Crowley & Min Yu. Critical thinking for transformative praxis in teacher education: Music, media and information literacy, and social studies in the United States. Educational Philosophy and Theory 0:0, pages 1-14.
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