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Juanjo Mena, Maria Assunção Flores, Eva Fernandes & Odiel Estrada-Molina. (2024) Critical incidents as a strategy to enhance student teachers’ reflection about practice through immersive learning. Reflective Practice 25:3, pages 406-425.
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Stephanie J. Shedrow & Lindsay M. Stoetzel. (2024) Making the transfer: preservice teachers’ technical and pedagogical knowledge of phonics instruction. Teaching Education 35:1, pages 82-103.
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Christopher Hu. (2023) The Purposes and Pedagogies of Social Foundations in Teacher Education. Educational Studies 59:5-6, pages 541-554.
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Sylvia Y. F. Tang, Angel K. Y. Wong, Dora D.Y. Li & May M. H. Cheng. (2021) Re-conceptualising professional competence development of student teachers in initial teacher education. Research Papers in Education 36:2, pages 152-175.
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Dunja Anđić. (2020) Continuing professional development of teachers in Education for Sustainable Development – case study of the Republic of Croatia. Teacher Development 24:2, pages 143-164.
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Sabrina Fitzsimons, P. J. Sexton, Paula Lehane, Enda Donlon, Elaine McDonald, Anastasios Karakolidis & Christine McKeever. Understanding pre-service teachers’ improvement in professional practice: a quantitative perspective. Irish Educational Studies 0:0, pages 1-17.
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Melissa K. Driver, Kate E. Zimmer, Osman Khan, Jasmine V. Sadler & Emily Draper. (2024) Preparing General Education Teachers for Inclusive Settings: Integrating High-Leverage Practices and Mixed-Reality Simulation in Pre-Service Coursework. Education Sciences 14:4, pages 428.
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Elizabeth Grobart & Lauren Zepp. (2024) Embedding High-Leverage Practices into Special Education Field Experiences. Journal of Special Education Preparation, pages 1-12.
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Joanne O’Flaherty, Rachel Lenihan, Ann Marie Young & Orla McCormack. (2023) Developing Micro-Teaching with a Focus on Core Practices: The Use of Approximations of Practice. Education Sciences 14:1, pages 35.
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Jiyeon Park, Michelle Gremp & Min Wook Ok. (2023) Effects of Assistive Technology Instruction on Pre-Service Teachers: A Systematic Review. Journal of Special Education Technology.
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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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Gøril Brataas & Inga Staal Jenset. (2023) From coursework to fieldwork: How do teacher candidates enact and adapt core practices for instructional scaffolding?. Teaching and Teacher Education 132, pages 104206.
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Youmen Chaaban, Xiangyun Du, Adrian Lundberg & Abdullah Abu-Tineh. (2023) Education Stakeholders’ Viewpoints about an ESD Competency Framework: Q Methodology Research. Sustainability 15:3, pages 1787.
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Gena Nelson, Sara Cothren Cook, Kary Zarate, Sarah R. Powell, Daniel M. Maggin, Kevallyn R. Drake, Allyson J. Kiss, Jeremy W. Ford, Lin Sun & Daniel R. Espinas. (2021) A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices. Remedial and Special Education 43:5, pages 344-358.
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R.P. Corcoran & J. O'Flaherty. (2022) Social and emotional learning in teacher preparation: Pre-service teacher well-being. Teaching and Teacher Education 110, pages 103563.
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Chrysanthi Kadji-Beltran & Aravella Zachariou. 2022. Competences in Education for Sustainable Development. Competences in Education for Sustainable Development
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Valeria M. Cabello, Patricia M. Moreira & Paulina Griñó Morales. (2021) Elementary Students’ Reasoning in Drawn Explanations Based on a Scientific Theory. Education Sciences 11:10, pages 581.
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Kiomi Matsumoto-Royo & María Soledad Ramírez-Montoya. (2021) Core practices in practice-based teacher education: A systematic literature review of its teaching and assessment process. Studies in Educational Evaluation 70, pages 101047.
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Phillip Ward. (2021) Core Practices for Teaching Physical Education: Recommendations for Teacher Education. Journal of Teaching in Physical Education 40:1, pages 98-108.
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Kiomi Matsumoto-Royo & María Soledad Ramírez-Montoya. (2019) Practice-based teacher education. Practice-based teacher education.
Valeria M. Cabello, Constanza Real & Maria Antonietta Impedovo. (2019) Explanations in STEM Areas: an Analysis of Representations Through Language in Teacher Education. Research in Science Education 49:4, pages 1087-1106.
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Valeria CabelloM.M. & Keith ToppingJ.J.. (2018) Making scientific concepts explicit through explanations: Simulations of a high-leverage practice in teacher education. International Journal of Cognitive Research in Science Engineering and Education 6:3, pages 35-47.
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