Citations (75)
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Mary Bair, David Bair, Rui Niu-Cooper & Nagnon Diarrassouba. (2024) Border Crossings: the Role of Narrative Storytelling in the Professional Identity Development of Faculty of Color. College Teaching 72:2, pages 82-89.
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Larysa Kolesnyk & Heidi Biseth. (2024) Professional development in teacher education through international collaboration: when education reform hits Ukraine. Professional Development in Education 50:2, pages 347-359.
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Sharon McDonough, Robyn Brandenburg & Wendy Moran. (2023) A Study of Teacher Educators’ Work: Complexity and Confrontation. The Educational Forum 87:4, pages 334-346.
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Yueying Gong, Ann-Marie Young & Ann MacPhail. (2023) The complexity of professional identity: Chinese university teachers teaching in physical education teacher education (PETE) programmes. European Journal of Teacher Education 46:4, pages 707-726.
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Smadar Donitsa-Schmidt & Rony Ramot. (2022) COVID-19 – a boundary crossing event for teacher educators. Journal of Education for Teaching 48:4, pages 407-423.
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Hanna Posti-Ahokas, Khalid Idriss, Meriem Hassan & Sara Isotalo. (2022) Collaborative professional practice for strengthening teacher educator identities in Eritrea. Journal of Education for Teaching 48:3, pages 300-315.
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Awneet Sivia, Sheryl MacMath & Vandy Britton. (2022) Letting the Light In: A Collaborative Self-Study of Practicum Mentoring. Studying Teacher Education 18:2, pages 121-137.
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Karen Ramlackhan, Ann Cranston-Gingras, Nicholas Catania, Gordon Brobbey & Georgina Rivera-Singletary. (2022) Re(framing) identity: teacher educators’ experiences with marginalization. Higher Education Research & Development 41:3, pages 852-866.
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Rui Yuan. (2021) “Living in parallel worlds”: investigating teacher educators’ academic publishing experiences in two Chinese universities. Compare: A Journal of Comparative and International Education 51:6, pages 787-805.
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Cui Ping, Gonny Schellings, Douwe Beijaard & Juyan Ye. (2021) Teacher educators’ professional learning: perceptions of Dutch and Chinese teacher educators. Asia-Pacific Journal of Teacher Education 49:3, pages 262-281.
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Leah Shagrir. (2021) Three-phase model of scholarly growth in teacher education. European Journal of Teacher Education 44:2, pages 271-291.
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Andrea Phillips & Meredith Park Rogers. (2020) Examining the Tensions between Rapport with Pre-Service Teachers and Authority in Becoming a Teacher Educator. Studying Teacher Education 16:3, pages 265-285.
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Tim Buttler. (2020) Disrupting My Teaching Practices: A Teacher Educator Living as A Contradiction. Studying Teacher Education 16:2, pages 222-239.
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Rui Yuan & Min Yang. (2020) Understanding university-based teacher educators’ boundary crossing experiences: voices from Hong Kong. Teachers and Teaching 26:2, pages 193-213.
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Mark M. Diacopoulos & Brandon M. Butler. (2020) What Do We Supervise for? A Self-Study of Learning Teacher Candidate Supervision. Studying Teacher Education 16:1, pages 66-83.
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Peter Wiens & Shaoan Zhang. (2019) Editor’s Notes. Action in Teacher Education 41:4, pages 285-286.
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John Loughran & Ian Menter. (2019) The essence of being a teacher educator and why it matters. Asia-Pacific Journal of Teacher Education 47:3, pages 216-229.
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Matthew McConn & Jillian Mason. (2019) A University and Local School Partnership: Utilizing Tension as a Catalyst for Growth. Studying Teacher Education 15:2, pages 235-253.
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Rui Yuan. (2019) A comparative study on language teacher educators’ ideal identities in China: more than just finding a middle ground. Journal of Education for Teaching 45:2, pages 186-199.
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Christine Baron, Sherri Sklarwitz, Hyeyoung Bang & Hanadi Shatara. (2019) Understanding what teachers gain from professional development at historic sites. Theory & Research in Social Education 47:1, pages 76-107.
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Penny Amott. (2018) Identification – a process of self-knowing realised within narrative practices for teacher educators during times of transition. Professional Development in Education 44:4, pages 476-491.
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Marie-Jeanne Meijer, Marinka Kuijpers, Fer Boei, Emmy Vrieling & Femke Geijsel. (2017) Professional development of teacher-educators towards transformative learning. Professional Development in Education 43:5, pages 819-840.
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Leah Shagrir. (2017) Collaborating with colleagues for the sake of academic and professional development in higher education. International Journal for Academic Development 22:4, pages 331-342.
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Kristen H. Gregory, Mark M. Diacopoulos, Angela Branyon & Brandon M. Butler. (2017) From Skepticism to Scholarship: Learning and Living Self-Study Research in a Doctoral Seminar. Studying Teacher Education 13:3, pages 257-274.
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Rui (Eric) Yuan. (2017) ‘This game is not easy to play’: a narrative inquiry into a novice EFL teacher educator’s research and publishing experiences. Professional Development in Education 43:3, pages 474-491.
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Eric Rui Yuan. (2017) Exploring university-based teacher educators’ teaching beliefs and practice: a Hong Kong study. Teaching in Higher Education 22:3, pages 259-273.
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Jared Allen, Meredith Park Rogers & Rebecca Borowski. (2016) “I am Out of My Comfort Zone”: Self-study of the Struggle of Adapting to the Professional Identity of a Teacher Educator. Studying Teacher Education 12:3, pages 320-332.
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Brandon M. Butler & Mark M. Diacopoulos. (2016) Re/learning Student Teaching Supervision: A Co/autoethnographic Self-Study. Studying Teacher Education 12:2, pages 117-134.
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Leah Shagrir. (2015) Working with students in higher education – professional conceptions of teacher educators. Teaching in Higher Education 20:8, pages 783-794.
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Fer Boei, Jurriën Dengerink, Janneke Geursen, Quinta Kools, Bob Koster, Mieke Lunenberg & Martijn Willemse. (2015) Supporting the professional development of teacher educators in a productive way. Journal of Education for Teaching 41:4, pages 351-368.
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Jennifer Jacobs, Diane Yendol-Hoppey & Nancy Fichtman Dana. (2015) Preparing the Next Generation of Teacher Educators: The Role of Practitioner Inquiry. Action in Teacher Education 37:4, pages 373-396.
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Mahsa Izadinia. (2014) Teacher educators’ identity: a review of literature. European Journal of Teacher Education 37:4, pages 426-441.
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Brandon M. Butler, Elizabeth Burns, Christina Frierman, Katrice Hawthorne, Alisa Innes & James A. Parrott. (2014) The Impact of a Pedagogy of Teacher Education Seminar on Educator and Future Teacher Educator Identities. Studying Teacher Education 10:3, pages 255-274.
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Sharon McDonough. (2014) Rewriting the Script of Mentoring Pre-Service Teachers in Third Space: Exploring Tensions of Loyalty, Obligation and Advocacy. Studying Teacher Education 10:3, pages 210-221.
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Melissa Newberry. (2014) Teacher Educator Identity Development of the Nontraditional Teacher Educator. Studying Teacher Education 10:2, pages 163-178.
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Sharon McDonough & Robyn Brandenburg. (2012) Examining Assumptions About Teacher Educator Identities by Self-study of the Role of Mentor of Pre-service Teachers. Studying Teacher Education 8:2, pages 169-182.
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Todd Dinkelman, Alexandar Cuenca, Brandon Butler, Charles Elfer, Jason Ritter, Dave Powell & Todd Hawley. (2012) The Influence of a Collaborative Doctoral Seminar on Emerging Teacher Educator-Researchers. Action in Teacher Education 34:2, pages 172-190.
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Rachel A. Ayieko, Jason K. Ritter, Felix M. Mwawasi, Laura J. Mahalingappa & Julia Williams. Evoking Challenges Associated with the Newness of Teaching: A Collaborative Self-Study of Teacher Educators Forced Online During the Pandemic. Studying Teacher Education 0:0, pages 1-20.
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Articles from other publishers (37)
Christopher J. Kinder, Victoria N. Shiver, K. Andrew R. Richards, Amelia Mays Woods & Casey Liane Cushing. (2023) Learning on the fly: Transitioning from doctoral student to physical education teacher educator. European Physical Education Review 30:1, pages 19-35.
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Rukiye Eryılmaz & Kenan Dikilitaş. (2023) Identity tensions of in-service teacher educators: A narrative inquiry. Language Teaching Research.
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Ryota Tsukawaki, Takayoshi Maki, Yoshitsugu Hirata, Kiichiro Okahana, Asami Shimoda, Aiko Tsushima & Mariko Omori. (2023) Multidimensional Psychometrics of Teacher Educators’ Professional Identity: An Initial Validation with Teacher Educators in Southeast Asia. Education Sciences 13:9, pages 943.
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Jingjing Liang, Fiona Ell & Kane Meissel. (2023) Researcher or teacher-of-teachers: What affects the salient identity of Chinese university-based teacher educators. Teaching and Teacher Education 130, pages 104184.
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Benjamin Ponet, Amber De Clerck, Wendelien Vantieghem, Hanne Tack & Ruben Vanderlinde. (2023) Uncovering the role of teacher educators in the reduction of inequalities in education: A critical discourse analysis. Social Psychology of Education.
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Yuko Iwai. (2023) Preservice teachers’ reflections on teacher self-identities through a multicultural children’s literature project. Multicultural Learning and Teaching 0:0.
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Leanete Thomas Dotta & Amélia Lopes. (2023) Identities of Teacher Educators in Higher Education: A Literature Review. Revista Colombiana de Educación:88, pages 35-56.
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Rui Yuan. (2021) Promoting English-as-a-medium-of-instruction (EMI) Teacher Development in Higher Education: What Can Language Specialists Do and Become?. RELC Journal 54:1, pages 267-279.
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Jennifer Mansfield, Meredith Park Rogers & Amanda Berry. (2022) Understanding Identity Development as a Science Teacher Educator Through Shifts in Pedagogical Equilibrium. Frontiers in Education 7.
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Alison Said. (2022) Vocational Teacher Educators’ Role Identity: A Case Study in Malta. Qualitative Sociology Review 18:1, pages 50-72.
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J.K. Andreasen, C.R.P. Bjørndal & V.B. Kovač. (2019) Being a teacher and teacher educator: The antecedents of teacher educator identity among mentor teachers. Teaching and Teacher Education 85, pages 281-291.
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Terri Bourke, Mary Ryan & Paul Ould. (2018) How do teacher educators use professional standards in their practice?. Teaching and Teacher Education 75, pages 83-92.
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