Citations (17)
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MayM.H. Cheng, AnnieY.N. Cheng & SylviaY.F. Tang. (2010) Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong. Journal of Education for Teaching 36:1, pages 91-104.
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David Carter. (2005) Distributed practicum supervision in a managed learning environment (MLE). Teachers and Teaching 11:5, pages 481-497.
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Terence Clifford‐Amos. (1990) Getting up to basics: school‐based initial teacher education in English. Educational Research 32:2, pages 96-106.
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Edgar Stones. (1989) Pedagogical Studies in the Theory and Practice of Teacher Education. Oxford Review of Education 15:1, pages 3-15.
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Green Okech. (1989) Innovation in a Kenyan BEd (Primary) Course. Journal of Education for Teaching 15:3, pages 247-254.
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Kate Ashcroft & Morwenna Griffiths. (1989) Reflective Teachers and Reflective Tutors: school experience in an initial teacher education course. Journal of Education for Teaching 15:1, pages 35-52.
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Paul Ernest. (1989) The Knowledge, Beliefs and Attitudes of the Mathematics Teacher: a model. Journal of Education for Teaching 15:1, pages 13-33.
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Kate Ashcroft & Sarah Tann. (1988) BEYOND BUILDING BETTER CHECKLISTS: STAFF DEVELOPMENT IN A SCHOOL EXPERIENCE PROGRAMME. Assessment & Evaluation in Higher Education 13:1, pages 61-72.
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Pádraig Hogan. (1988) Communicative Competence and Cultural Emancipation: reviewing the rationale for educational studies in teacher education. Oxford Review of Education 14:2, pages 187-199.
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LauraR. Roehler & GeraldG. Duffy. (1986) What Makes one Teacher a Better Explainer than Another. Journal of Education for Teaching 12:3, pages 273-284.
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Nigel Proctor. (1985) Partnership with Schools: a case study of a geography field course. European Journal of Teacher Education 8:2, pages 199-207.
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Articles from other publishers (3)
Phan Thi Thu Hien. 2018. International Handbook of Early Childhood Education. International Handbook of Early Childhood Education
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Greer Cavallaro Johnson. (2002) Using visual narrative and poststructuralism to (re)read a student teacher's professional practice. Teaching and Teacher Education 18:4, pages 387-404.
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