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Petr Knecht & Michaela Spurná. (2022) Does specialization in geography teaching determine teachers’ conceptions of geography teaching?. International Research in Geographical and Environmental Education 31:3, pages 242-260.
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Maria El-Abd, Youmen Chaaban, Xiangyun Du & Li Wang. (2021) Exploring quality teacher education programmes in Lebanon, Qatar, and China. Research in Post-Compulsory Education 26:4, pages 461-478.
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Xianhan Huang & Chan Wang. (2021) Pre-service teachers’ professional identity transformation: a positioning theory perspective. Professional Development in Education 0:0, pages 1-18.
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Ela Sjølie & Anna Lena Østern. (2021) Student teachers’ criticism of teacher education – through the lens of practice architectures. Pedagogy, Culture & Society 29:2, pages 263-280.
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Bing Wei, Nan Chen & Bo Chen. (2020) Teaching with laboratory work: the presentation of beginning science teachers’ identity in school settings. Research Papers in Education 35:6, pages 681-705.
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Pauline Swee Choo Goh, Esther T. Canrinus & Kung Teck Wong. (2020) Preservice teachers’ perspectives about coherence in their teacher education program. Educational Studies 46:3, pages 368-384.
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Bing Wei & Yue Chen. (2020) The meaning of ‘experiment’ in the intended chemistry curriculum in China: the changes over the period from 1952 to 2018. International Journal of Science Education 42:4, pages 656-674.
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Richard Harris & Suzanne Graham. (2019) Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change. Journal of Curriculum Studies 51:1, pages 43-61.
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Rui Yuan. (2017) Exploring pre-service school counselling teachers’ learning needs: perceptions of teacher educators and student-teachers . Journal of Education for Teaching 43:4, pages 474-490.
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Chris Hanley & Tony Brown. (2017) Developing a university contribution to teacher education: creating an analytical space for learning narratives. Journal of Curriculum Studies 49:3, pages 352-368.
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Esther T. Canrinus, Ole Kristian Bergem, Kirsti Klette & Karen Hammerness. (2017) Coherent teacher education programmes: taking a student perspective. Journal of Curriculum Studies 49:3, pages 313-333.
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Vlatka Domović, Vizek Vidović Vlasta & Dejana Bouillet. (2017) Student teachers’ beliefs about the teacher’s role in inclusive education. European Journal of Special Needs Education 32:2, pages 175-190.
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Mirit Rachamim & Lily Orland-Barak. (2016) Constructing meaning in a community of learners: the ‘star’ pattern of talk. Oxford Review of Education 42:4, pages 475-490.
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Ditza Maskit & Lily Orland-Barak. (2015) University–school partnerships: student teachers’ evaluations across nine partnerships in Israel. Journal of Education for Teaching 41:3, pages 285-306.
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Ela Sjølie. (2014) The role of theory in teacher education: reconsidered from a student teacher perspective. Journal of Curriculum Studies 46:6, pages 729-750.
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Anna Danielsson & Paul Warwick. (2014) ‘All We Did was Things Like Forces and Motion …’: Multiple Discourses in the development of primary science teachers. International Journal of Science Education 36:1, pages 103-128.
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Maggie Pitfield. (2013) The impact of curriculum hierarchies on the development of professional self in teaching: student-teachers of drama negotiating issues of subject status at the interface between drama and English. Pedagogy, Culture & Society 21:3, pages 403-426.
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Articles from other publishers (8)
Mirit Rachamim & Lily Orland-Barak. (2023) Mentoring a culturally diverse community of student teachers in practice teaching. International Journal of Mentoring and Coaching in Education.
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Godsend T. Chimbi & Loyiso C. Jita. (2023) ‘The New Curriculum is a New Baby’: Metaphors of Reform in History Pedagogy. Curriculum and Teaching 38:1, pages 49-66.
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Timothy Patterson, Ishwar Bridgelal & Avi Kaplan. (2022) Becoming a social studies teacher: An integrative systems perspective on identity content, structure, and processes. Teaching and Teacher Education 120, pages 103899.
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Bing Wei. (2018) An Exploratory Study of Teacher Development in the Implementation of Integrated Science Curriculum. Research in Science Education 50:6, pages 2189-2206.
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Kerry Lee, Matthew Courtney, Ann McGlashan, Paul Neveldsen & Meripa Toso. (2019) Initial teacher education students’ perceptions of technology and technology education in New Zealand. International Journal of Technology and Design Education 30:3, pages 437-458.
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Esther T. Canrinus, Kirsti Klette & Karen Hammerness. (2017) Diversity in Coherence: Strengths and Opportunities of Three Programs. Journal of Teacher Education 70:3, pages 192-205.
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Elizabeth A Woodruff & Oleg A Sinelnikov. (2014) Teaching young adults with disabilities through service learning. European Physical Education Review 21:3, pages 292-308.
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Patrícia Maria Silva Gomes, Cátia Patrícia Pereira Ferreira, Ana Luísa Pereira & Paula Maria Fazendeiro Batista. (2013) A identidade profissional do professor: um estudo de revisão sistemática. Revista Brasileira de Educação Física e Esporte 27:2, pages 247-267.
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