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Eleni Sinakou, Vincent Donche & Peter Van Petegem. (2024) Teachers’ profiles in education for sustainable development: interests, instructional beliefs, and instructional practices. Environmental Education Research 30:3, pages 397-418.
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Brian H. W. Guo, Vicente A. Gonzalez, Taija Puolitaival, Wallace Enegbuma & Yang Zou. (2023) Bridging the gap between building information modelling education and practice: a competency-based education perspective. International Journal of Construction Management 23:15, pages 2558-2569.
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Daniel Adamson. (2023) From theory to praxis in genocide education: to what extent are IHRA guidelines reflected in the opinions and classroom experiences of independent-school educators?. Holocaust Studies 29:2, pages 197-222.
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Guillaume Escalié, Sébastien Chaliès, Pascal Legrain & Sylvie Moussay. (2023) A developmental research-based teacher education: designing and implementing a new program for preservice teachers in France. Teaching Education 34:2, pages 194-208.
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Guillaume Escalié, Pascal Legrain & Lucile Lafont. (2022) Relationships between social interactions and acquisitions: do mixed methods provide added value in physical education contexts?. Physical Education and Sport Pedagogy 27:2, pages 144-155.
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Minna Kyttälä, Piia Maria Björn, Milla Rantamäki, Vesa Närhi & Mikko Aro. (2022) Assessment conception patterns of Finnish pre-service special needs teachers: the contribution of prior studies and teaching experience. European Journal of Special Needs Education 37:1, pages 131-145.
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Helen Wolfenden, Howard Sercombe & Paul Tucker. (2019) Making Practice Publishable: What Practice Academics Need to Do to Get Their Work Published, and What that Tells Us about the Theory-practice Gap. Social Epistemology 33:6, pages 555-573.
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John Trent. (2018) ‘Fitting in’ or ‘being different’? Integration, separation, and identity construction during a teaching practicum in Hong Kong. Teacher Development 22:4, pages 571-586.
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Wangbei Ye, Xujing Song & Fan Li. (2018) Feedback from first-year teachers: rethinking the transfer problem in China. Teachers and Teaching 24:5, pages 500-519.
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Wolff-Michael Roth. (2018) The invisible subject in educational science. Journal of Curriculum Studies 50:3, pages 315-332.
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Oliver McGarr & Guillermina Gavaldon. (2018) Exploring Spanish pre-service teachers’ talk in relation to ICT: balancing different expectations between the university and practicum school. Technology, Pedagogy and Education 27:2, pages 199-209.
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Claire Dickerson, Kit Thomas, Joy Jarvis & Roger Levy. (2018) Changing practice in Malaysian primary schools: learning from student teachers’ reports of using action, reflection and modelling (ARM). Journal of Education for Teaching 44:2, pages 194-211.
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Ignatius Harjanto, Anita Lie, Diah Wihardini, Laura Pryor & Mark Wilson. (2018) Community-based teacher professional development in remote areas in Indonesia. Journal of Education for Teaching 44:2, pages 212-231.
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Natallia Yakavets, David Bridges & Duishon Shamatov. (2017) On constructs and the construction of teachers’ professional knowledge in a post-Soviet context. Journal of Education for Teaching 43:5, pages 594-615.
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Sally B. Gutierez & Heui-Baik Kim. (2017) Becoming teacher-researchers: teachers’ reflections on collaborative professional development. Educational Research 59:4, pages 444-459.
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Claire Dickerson, Joy Jarvis, Roger Levy & Kit Thomas. (2017) Using action, reflection and modelling (ARM) in Malaysian primary schools: connecting ‘the ARM theory’ with student teachers’ reported practice. Teachers and Teaching 23:4, pages 494-514.
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Torunn Klemp & Vivi Nilssen. (2017) Positionings in an immature triad in teacher education. European Journal of Teacher Education 40:2, pages 257-270.
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Mairéad Hourigan, Aisling M. Leavy & Claire Carroll. (2016) ‘Come in with an open mind’: changing attitudes towards mathematics in primary teacher education. Educational Research 58:3, pages 319-346.
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Eve Kikas & Inge Timoštšuk. (2016) Student teachers’ knowledge about children with ADHD and depression and its relations to emotions. Emotional and Behavioural Difficulties 21:2, pages 190-204.
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Annie Y.N. Cheng, Sylvia Y.F. Tang & May M.H. Cheng. (2016) Changing conceptions of teaching: a four-year learning journey for student teachers. Teachers and Teaching 22:2, pages 177-197.
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Wangbei Ye. (2016) When rural meets urban: the transfer problem Chinese pre-service teachers face in teaching practice. Journal of Education for Teaching 42:1, pages 28-49.
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Vivi Nilssen & Randi Solheim. (2015) ‘I see what I see from the theory I have read.’ Student teachers learning through theory in practice. Journal of Education for Teaching 41:4, pages 404-416.
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J. Gleeson, J. O’Flaherty, T. Galvin & J. Hennessy. (2015) Student teachers, socialisation, school placement and schizophrenia: the case of curriculum change. Teachers and Teaching 21:4, pages 437-458.
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Hugh Busher, Müge Gündüz, Melek Cakmak & Tony Lawson. (2015) Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study. Compare: A Journal of Comparative and International Education 45:3, pages 445-466.
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Sylvia Y.F. Tang, May M.H. Cheng & Annie Y.N. Cheng. (2014) Shifts in teaching motivation and sense of self-as-teacher in initial teacher education. Educational Review 66:4, pages 465-481.
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Nathan Moyo & Maropeng Modiba. (2014) Theory and practice in in-service teacher learning: teachers’ reconceptualisation of curriculum in history lessons. Research Papers in Education 29:4, pages 438-456.
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Icy Lee & Rui Yuan. (2014) Motivation change of pre-service English teachers: a Hong Kong study. Language, Culture and Curriculum 27:1, pages 89-106.
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Raymond Lynch, Jennifer Hennessy & Jim Gleeson. (2013) Acknowledging teacher professionalism in Ireland: the case for a Chartered Teacher initiative. Irish Educational Studies 32:4, pages 493-510.
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Anne Laiho & Tarita Ruoholinna. (2013) The relationship between practitioners and academics – anti-academic discourse voiced by Finnish nurses. Journal of Vocational Education & Training 65:3, pages 333-350.
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Julie L. Pennington, Cynthia H. Brock, Torrey Palmer & Linnea Wolters. (2013) Opportunities to teach: confronting the deskilling of teachers through the development of teacher knowledge of multiple literacies. Teachers and Teaching 19:1, pages 63-77.
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Jennifer Hennessy & Patricia Mannix McNamara. (2012) ‘What rough beast?’ Conceptualising the poetry teacher in Ireland through the eyes of the pupil. Asia-Pacific Journal of Teacher Education 40:4, pages 379-394.
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Omayya Al-Hassan, Ali Al-Barakat & Yazid Al-Hassan. (2012) Pre-service teachers' reflections during field experience. Journal of Education for Teaching 38:4, pages 419-434.
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Esayas Teshome Taddese, Mitiku Tasisa Dinsa, Bereket Merkine Gebresilase & Shorouk Mohamed Farag Mohamed Aboudahr. Reflective professional learning practices of Ethiopian primary school teachers: the gap between practice and theory. Education 3-13 0:0, pages 1-10.
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