Citations (161)
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Terrance M. Scott & C. Michael Nelson. (2024) Science and Special Education: A Foundational Relationship. Exceptionality 32:2, pages 123-130.
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Linda Darling-Hammond, Abby C. W. Schachner, Steven K. Wojcikiewicz & Lisa Flook. (2024) Educating teachers to enact the science of learning and development. Applied Developmental Science 28:1, pages 1-21.
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Fitzgerald L. Fabelico & Bonimar T. Afalla. (2023) Revisiting the curriculum: Insights from pedagogical competence and academic performance of preservice teachers. Cogent Education 10:2.
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Zvi Bekerman & MIchalinos Zembylas. (2023) Reflecting on metaphors and the possibilities of ‘language change’ in teaching and teacher education. European Journal of Teacher Education 0:0, pages 1-17.
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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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Henrik Lindqvist, Maria Weurlander, Linda Barman, Annika Wernerson & Robert Thornberg. (2023) Work-based learning partnerships: mentor-teachers’ perceptions of student teachers’ challenges. Educational Research 65:3, pages 392-407.
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Dayna Jean DeFeo, Behailu Mammo & Trang C. Tran. (2023) Developing Preservice Mathematics Teachers' Self-Efficacy Through Peer Tutoring. The Teacher Educator 58:2, pages 153-177.
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Antonio Calderón & Ann MacPhail. (2023) Seizing the opportunity to redesign physical education teacher education: blending paradigms to create transformative experiences in teacher education. Sport, Education and Society 28:2, pages 159-172.
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Rachel Roegman, A. Lin Goodwin, Emilie M. Reagan, Laura Vernikoff, Joonkil Ahn & Andrew Pau Hoang. (2023) Advancing Racial Equity in Extended Clinical Practice. Equity & Excellence in Education 0:0, pages 1-15.
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Hope Elisabeth Wilson, Diane Yendol-Hoppey & Wanda G. Lastrapes. (2023) Teacher Residents: Contributing to Secondary Student Success. The New Educator 19:1, pages 55-76.
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Ernest Mensah & David Baidoo-Anu. (2022) Towards quality and equitable education in South Africa: Unpacking the relationship between teacher factors, students’ socioeconomic background and mathematics achievements. Research in Mathematics 9:1.
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Magne Olufsen, Solveig Karlsen, Johannes Sæleset & Steinar Thorvaldsen. (2022) The impact of specialised content courses on student teaching in a Norwegian teacher education programme. Education Inquiry 13:3, pages 269-286.
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Stephanie M. Moody, Zohreh R. Eslami & Li-Jen Kuo. (2022) Core Practices Within Second Language Writing Instruction: A Case Study of Clinical Teaching Experiences. The New Educator 18:3, pages 179-200.
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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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Tal Carmi & Eran Tamir. (2022) Three professional ideals: where should teacher preparation go next?. European Journal of Teacher Education 45:2, pages 173-192.
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Vanessa N. Louis & Natalie S. King. (2022) Emancipating STEM Education through Abolitionist Teaching: A Research-practice Partnership to Support Virtual Microteaching Experiences. Journal of Science Teacher Education 33:2, pages 206-226.
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Joshua Littenberg-Tobias, Sarah Kaka, Taylor Kessner, Anthony Tuf Francis, Katrina Kennett & Justin Reich. (2022) Digital practice spaces and clinical practice in teacher preparation: Current uses and future possibilities. Journal of Digital Learning in Teacher Education 38:1, pages 20-32.
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Amanda Gutierrez & Sarah Nailer. (2021) Pre-service teachers’ professional becoming in an extended professional experience partnership programme. Asia-Pacific Journal of Teacher Education 49:5, pages 517-532.
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Holly Glaser, Mark Helmsing, Audra K. Parker & Kristien Zenkov. (2021) Adding the “T” to the “PACK” in Clinical Experiences: How Technology Shaped Our Pandemic Teacher Education Pedagogies and Partnerships. The New Educator 17:4, pages 353-374.
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Morgan Winship, Heather Standish, Jeffrey Trawick-Smith & Caroline Perry. (2021) Reflections on practice: providing authentic experiences with families in early childhood teacher education. Journal of Early Childhood Teacher Education 42:3, pages 299-317.
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Christopher P. Brown, David P. Barry, Da Hei Ku & Kate Puckett. (2021) Teach as I Say, Not as I Do: How Preservice Teachers Made Sense of the Mismatch between How They Were Expected to Teach and How They Were Taught in Their Professional Training Program. The Teacher Educator 56:3, pages 250-269.
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Eran Tamir. (2021) What Principals Look for When Hiring New Teachers. Leadership and Policy in Schools 20:2, pages 222-235.
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Diane M. Truscott & S. Mia Obiwo. (2021) School-Based Practices and Preservice Teacher Beliefs About Urban Teaching and Learning. Peabody Journal of Education 96:1, pages 54-64.
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Laura M. Wasielewski, Megan L. Birch, Stephen Bigaj & Vincent Connelly. (2021) From Placements to Partnerships: The State of Clinical Practice and Preparation. Peabody Journal of Education 96:1, pages 43-53.
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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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Diane Truscott & Kim Stevens Barker. (2020) Developing Teacher Identities as In Situ Teacher Educators through Communities of Practice. The New Educator 16:4, pages 333-351.
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J. L. Kertesz & P. Brett. (2020) Defining and designing impact consciousness in teacher education. Teaching Education 31:4, pages 363-380.
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Amanda Gutierrez & Alex Kostogriz. (2020) The influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership. Teachers and Teaching 26:5-6, pages 475-489.
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Shirley Van Nuland, David Mandzuk, Krista Tucker Petrick & Terri Cooper. (2020) COVID-19 and its effects on teacher education in Ontario: a complex adaptive systems perspective. Journal of Education for Teaching 46:4, pages 442-451.
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Rebecca West Burns & Bernard J. Badiali. (2020) The Transformative Nature of Boundary-Spanning Roles in Developing Teacher Leaders: The Case of a Hybrid Teacher Educator in a Professional Development School Context. The New Educator 16:3, pages 187-206.
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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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Rebecca West Burns, Jennifer Jacobs & Diane Yendol-Hoppey. (2020) A Framework for Naming the Scope and Nature of Teacher Candidate Supervision in Clinically-Based Teacher Preparation: Tasks, High-Leverage Practices, and Pedagogical Routines of Practice. The Teacher Educator 55:2, pages 214-238.
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Erica R. Hamilton, Amy Burns, Alison E. Leonard & Linda K. Taylor. (2020) Three Museums and A Construction Site: A Collaborative Self-Study of Learning from Teaching in Community-Based Settings. Studying Teacher Education 16:1, pages 84-104.
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Ryann Shelton, Keith Kerschen & Sandi Cooper. (2020) The Impact of a Varied Field Experience on Preservice Teachers’ Perceptions of their Personal Growth: A Summer Mathematics Academy for Early Learners. The Teacher Educator 55:1, pages 28-46.
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Anna Toropova, Stefan Johansson & Eva Myrberg. (2019) The role of teacher characteristics for student achievement in mathematics and student perceptions of instructional quality. Education Inquiry 10:4, pages 275-299.
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Cristyne Hébert. (2019) Assessment in the clinical experience: student teaching and the edTPA. Teaching Education 30:4, pages 415-436.
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Eva Myrberg, Stefan Johansson & Monica Rosén. (2019) The Relation between Teacher Specialization and Student Reading Achievement. Scandinavian Journal of Educational Research 63:5, pages 744-758.
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Audra K. Parker, Kristien Zenkov & Danielle V. Dennis. (2019) Exploring the Lexicon or Lack Thereof in Clinical Teacher Preparation. Action in Teacher Education 41:3, pages 249-264.
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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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Audra K. Parker, Lois A. Groth & Christie C. Byers. (2019) Designing and Implementing Site-Based Courses in Elementary Teacher Preparation. The New Educator 15:2, pages 130-155.
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Esther T. Canrinus, Kirsti Klette, Karen Hammerness & Ole Kristian Bergem. (2019) Opportunities to enact practice in campus courses: Taking a student perspective. Teachers and Teaching 25:1, pages 110-124.
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Wendy Gardiner. (2018) Rehearsals in Clinical Placements: Scaffolding Teacher Candidates' Literacy Instruction. The Teacher Educator 53:4, pages 384-400.
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Rebecca West Burns & Bernard J. Badiali. (2018) Clinical Pedagogy and Pathways of Clinical Pedagogical Practice: A Conceptual Framework for Teaching About Teaching in Clinical Experiences. Action in Teacher Education 40:4, pages 428-446.
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Meghan E. Barnes. (2018) Conflicting conceptions of care and teaching and pre-service teacher attrition. Teaching Education 29:2, pages 178-193.
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Anthony Pellegrino & Margaret P. Weiss. (2017) Examining Collaboration in Teacher Preparation and Clinical Practice. Action in Teacher Education 39:3, pages 340-357.
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Jennifer Jacobs, Kristine Hogarty & Rebecca West Burns. (2017) Elementary Preservice Teacher Field Supervision: A Survey of Teacher Education Programs. Action in Teacher Education 39:2, pages 172-186.
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Jalene P. Potter, Tori Hollas & Jaime Coyne. (2016) Strengthening collaboration for successful field experiences. Cogent Education 3:1.
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Rebecca West Burns, Jennifer Jacobs & Diane Yendol-Hoppey. (2016) The Changing Nature of the Role of the University Supervisor and Function of Preservice Teacher Supervision in an Era of Clinically-Rich Practice. Action in Teacher Education 38:4, pages 410-425.
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Rebecca Miles, Narelle Lemon, Donna Mathewson Mitchell & Jo-Anne Reid. (2016) The recursive practice of research and teaching: reframing teacher education. Asia-Pacific Journal of Teacher Education 44:4, pages 401-414.
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Rebecca A. Addleman, Emily H. Waugh, Cathy J. Siebert & Susanna S. Thornhill. Mentor Teacher Perceptions of Effective University Supervisors: Prioritizing Collaboration and Community. The Teacher Educator 0:0, pages 1-23.
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