Citations (73)
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María Esther Téllez-Acosta, Andres Acher & Scott P. McDonald. (2024) Pre-Service Elementary Teachers Learning to Plan Modeling-Based Investigations. Journal of Science Teacher Education 35:3, pages 276-301.
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Samuel DeJulio. (2024) Tensions within and between systems in the first years of teaching. International Journal of Inclusive Education 0:0, pages 1-21.
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Bo Qin, Gang Zhu, Chen Cheng, Pedro Membiela, Juanjo Mena & Jinfei Zhu. (2023) Leveraging third space amid Chinese and Spanish student teachers’ teaching practicums: a transformative learning perspective. Professional Development in Education 49:4, pages 670-692.
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John L. Pecore, Corey Nagle, Tadlee Welty, Minkyoung Kim & Melissa Demetrikopoulos. (2023) Science Teacher Candidates’ Questioning and Discussion Skill Performance in a Virtual Simulation Using Experiential Deliberate Practice. Journal of Science Teacher Education 34:4, pages 415-435.
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Sara E. Luke, Deana J. Ford, S. Michelle Vaughn & Angelica Fulchini-Scruggs. (2023) An online field experience using mixed reality virtual simulation. Journal of Research on Technology in Education 55:2, pages 324-343.
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S. Michael Putman, Anne H. Cash & Drew Polly. (2022) Examining the Impact of Structured Clinical Experiences within a School-University Partnership on Student-Teacher Candidate Instructional Interactions. The Teacher Educator 57:3, pages 325-342.
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Jeffrey Keese, Hersh Waxman & Larry J. Kelly. (2022) Ready and Able? Perceptions of Confidence and Teaching Support for First-Year Alternatively Certified Teachers. The Teacher Educator 57:3, pages 280-303.
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Jacquelien A. Bulterman-Bos. (2022) Does a teacher need authority to teach students self-direction? Reflections on embracing a paradox. Educational Action Research 30:3, pages 377-394.
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Maria F.G. Wallace, Julie Rust & Elisabeth Jolly. (2021) ‘It’s all there.’: Entanglements of teacher preparation and induction. Professional Development in Education 47:2-3, pages 406-420.
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S. Michael Putman & Drew Polly. (2021) Examining the Development and Implementation of an Embedded, Multi-Semester Internship: Preliminary Perceptions of Teacher Education Candidates, Clinical Educators, and University Faculty. Peabody Journal of Education 96:1, pages 99-111.
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Janna Dresden & Katherine F. Thompson. (2021) Looking Closely at Clinical Practice: A Clear-Eyed Vision for the Future of Teacher Education. Peabody Journal of Education 96:1, pages 8-21.
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Benjamin Dreer. (2020) Towards a better understanding of psychological needs of student teachers during field experiences. European Journal of Teacher Education 43:5, pages 676-694.
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Carrie Symons, Blythe E. Anderson & Amy Ward. (2020) Teacher Candidates' Perspectives on the Value of a Site-Based Methods Course. The Teacher Educator 55:4, pages 323-346.
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Peter Rawlins, Glenda Anthony, Robin Averill & Michael Drake. (2020) Novice teachers’ perceptions of the use of rehearsals to support their learning of ambitious mathematics teaching. Asia-Pacific Journal of Teacher Education 48:4, pages 389-402.
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Rinat Michael, Michal Levi-Keren, Meira Efrati-Virtzer & Rachel Gali Cinamon. (2020) The contribution of field experience in special education programs and personal variables to the teaching self-efficacy of higher education students. Teacher Development 24:2, pages 223-241.
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Pablo Antonio Archila & Anne-Marie Truscott de Mejía. (2020) Bilingual university science courses: a questionnaire on professors’ practices and espoused beliefs. International Journal of Bilingual Education and Bilingualism 23:2, pages 132-152.
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Jenna Nelson, Aimee Papola-Ellis & Elina Giatsou. (2020) Developing Literacy-minded Educators: Authentic Field-based Teacher Preparation. Literacy Research and Instruction 59:1, pages 17-38.
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Daniel James Mourlam, David De Jong, Nicholas J. Shudak & Mark Baron. (2019) A phenomenological case study of teacher candidate experiences during a yearlong teacher residency program. The Teacher Educator 54:4, pages 397-419.
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Auli Toom, Mikko Tiilikainen, Lauri Heikonen, Äli Leijen, Juanjo Mena & Jukka Husu. (2019) Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice. Teachers and Teaching 25:5, pages 536-552.
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Meredith Thompson, Kesiena Owho-Ovuakporie, Kevin Robinson, Yoon Jeon Kim, Rachel Slama & Justin Reich. (2019) Teacher Moments: A Digital Simulation for Preservice Teachers to Approximate Parent–Teacher Conversations. Journal of Digital Learning in Teacher Education 35:3, pages 144-164.
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Matthew Miller, Daniel Hanley & Joseph Brobst. (2019) The Impacts of a Research-Based Model for Mentoring Elementary Preservice Teachers in Science. Journal of Science Teacher Education 30:4, pages 357-378.
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Erica R. Hamilton & Deborah Vriend Van Duinen. (2018) Purposeful Reflections: Scaffolding Preservice Teachers' Field Placement Observations. The Teacher Educator 53:4, pages 367-383.
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Elizabeth Dutro, Ashley Cartun, Kim Melnychenko, Ellie Haberl & Briana Pacheco Williams. (2018) Designing for Critical, Relational, Practice-Immersed Teacher Preparation: Weaving Threads into Tapestry in a Critical Project-Based Literacy Partnership. The New Educator 14:3, pages 252-269.
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Hava E. Vidergor, Noga Magen-Nagar & Salman Ilaiyan. (2018) From curriculum to practicum: Arab and Jewish trainees’ perceptions of college preparation for teaching. Teaching Education 29:3, pages 279-299.
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Debi Khasnabis, Simona Goldin & Matthew Ronfeldt. (2018) The Practice of Partnering: Simulated Parent–Teacher Conferences as a Tool for Teacher Education. Action in Teacher Education 40:1, pages 77-95.
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Aaron S. Zimmerman. (2018) Cultivating Virtue in Teaching: The Role of the Personal, the Professional, and the Situational. The Educational Forum 82:1, pages 97-110.
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Michael A. Neel. (2017) Making sense and facing tensions: an investigation of core practice complexities. Teaching Education 28:3, pages 257-278.
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SueAnn I. Bottoms, Kathryn M. Ciechanowski & Brian Hartman. (2015) Learning to Teach Elementary Science Through Iterative Cycles of Enactment in Culturally and Linguistically Diverse Contexts. Journal of Science Teacher Education 26:8, pages 715-742.
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Articles from other publishers (45)
Peter J. Woods & Y. Copur-Gencturk. (2024) Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching. Teaching and Teacher Education 138, pages 104415.
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Nina Sofía Yacher Perroni. (2024) “How can we change if we are the same people?”: Chilean academic leaders’ experiences implementing a practice-based teacher education approach. Teaching and Teacher Education 138, pages 104412.
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Katherine Szocik, Kristen Merrill O’Brien, Sarah A. Nagro & Margaret A. Gerry. (2024) Early Childhood Special Education Teacher Candidates’ Field Experiences: A Systematic Review. Topics in Early Childhood Special Education.
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Jamie N. Mikeska, Heather Howell & Devon Kinsey. (2022) Do Simulated Teaching Experiences Impact Elementary Preservice Teachers’ Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science?. Journal of Teacher Education 74:5, pages 422-436.
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Kristien Zenkov, Marion Taousakis, Jennifer Goransson, Emily Staudt, Marriam Ewaida, Madelyn Stephens, Megan Hostutler, Jasmin Castorena & Matt Kitchen. (2023) Positioned as pedagogues, finding their teaching personas: critical, project-based clinical experiences in PDS/school-university contexts. School-University Partnerships 16:1, pages 71-91.
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Cemil Gökhan Karacan & Aynur Kesen Mutlu. (2023) Exploring the role of an IBT-based Informal teaching practice at an edutainment centre on pre-service English language teachers. Asian-Pacific Journal of Second and Foreign Language Education 8:1.
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Yilmaz Soysal & Somayyeh Soysal. (2023) Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching. SAGE Open 13:2.
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Thomas H. Levine, Glenn Tatsuya Mitoma, Dorothea M. Anagnostopoulos & Rene Roselle. (2022) Exploring the Nature, Facilitators, and Challenges of Program Coherence in a Case of Teacher Education Program Redesign Using Core Practices. Journal of Teacher Education 74:1, pages 69-84.
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Johanna M. Tigert, Megan Madigan Peercy, Daisy Fredricks & Tabitha Kidwell. (2021) Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students. TESOL Quarterly 56:4, pages 1087-1111.
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Charalambos Y. Charalambous, Stavroula Philippou, George Olympiou & Kassandra Georgiou. (2022) Experimenting with enablers and extenders to support ambitious teaching in mathematics: A video-club case study of student teachers during their field placement. Teaching and Teacher Education 119, pages 103874.
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Sara van der Linden, Jan van der Meij & Susan McKenney. (2021) Teacher Video Coaching, From Design Features to Student Impacts: A Systematic Literature Review. Review of Educational Research 92:1, pages 114-165.
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Sarah Schneider Kavanagh. (2021) Toward Nonbinary Theories of Practice in Teacher Education Research. Educational Researcher 51:1, pages 66-71.
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Kiomi Matsumoto-Royo, Maria Soledad Ramírez-Montoya & Paulette Conget. (2021) Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0. Future Internet 13:11, pages 292.
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Gülşah GEREZ CANTİMER & Sare ŞENGÜL. (2021) ÖĞRETMENLİK UYGULAMASI DERSİ KAPSAMINDA MATEMATİK ÖĞRETMEN ADAYLARININ ZİHİNLERİNDE ALGILADIKLARI ÖĞRETMEN PROFİLLERİNİ GERÇEKLEŞTİREBİLME DÜZEYLERİNİN İNCELENMESİ. Trakya Eğitim Dergisi 11:2, pages 783-801.
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Gülten KOŞAR. (2021) Microteaching: A Technique to Enhance English-as-a-Foreign Language Teacher Candidates’ Professional LearningMikro Öğretim: Yabancı-dil-olarak İngilizce Öğretmen Adaylarının Mesleki Öğrenmeleri İçin Bir Teknik. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22:1, pages 628-651.
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Karen Hammerness, Kirsti Klette, Inga Staal Jenset & Esther T. Canrinus. (2020) Opportunities to Study, Practice, and Rehearse Teaching in Teacher Preparation: An International Perspective. Teachers College Record: The Voice of Scholarship in Education 122:11, pages 1-46.
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Dana Grosser-Clarkson & Michael A. Neel. (2019) Contrast, Commonality, and a Call for Clarity: A Review of the Use of Core Practices in Teacher Education. Journal of Teacher Education 71:4, pages 464-476.
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Elizabeth Hufnagel. (2019) The “Subtext of Everything”: High School Science Teachers’ Views of Emotions and Their Related Teaching Practices. Canadian Journal of Science, Mathematics and Technology Education 19:4, pages 430-445.
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John Traynor & Deborah Tully. (2019) Discovering Together. Teachers College Record: The Voice of Scholarship in Education 121:12, pages 1-34.
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Erica R. Hamilton & Kelly C. Margot. (2019) Preservice Teachers' Community-Based Field Experiences. Frontiers in Education 4.
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