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I. Timoštšuk, E. Kikas & M. Normak. (2016) Student teachers’ emotional teaching experiences in relation to different teaching methods. Educational Studies 42:3, pages 269-286.
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Inge Timoštšuk & Aino Ugaste. (2012) The role of emotions in student teachers’ professional identity. European Journal of Teacher Education 35:4, pages 421-433.
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Barbara Hooper. (2011) The Occupation of Teaching: Elements of Meaning Portrayed through Educators' Teaching Diagrams. Journal of Occupational Science 18:2, pages 167-181.
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Yezdan Boz & Nihat Boz. (2010) The nature of the relationship between teaching concerns and sense of efficacy. European Journal of Teacher Education 33:3, pages 279-291.
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Pernilla Nilsson. (2009) From lesson plan to new comprehension: exploring student teachers’ pedagogical reasoning in learning about teaching. European Journal of Teacher Education 32:3, pages 239-258.
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AndrewJ. Hobson, Angi Malderez, Louise Tracey, Marina Giannakaki, Godfrey Pell & PeterD. Tomlinson. (2008) Student teachers’ experiences of initial teacher preparation in England: core themes and variation. Research Papers in Education 23:4, pages 407-433.
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Yezdan Boz. (2008) Turkish student teachers' concerns about teaching. European Journal of Teacher Education 31:4, pages 367-377.
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Heather Piper & Jo Frankham. (2007) Seeing Voices and Hearing Pictures: Image as discourse and the framing of image-based research. Discourse: Studies in the Cultural Politics of Education 28:3, pages 373-387.
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Angi Malderez, AndrewJ. Hobson, Louise Tracey & Kirstin Kerr. (2007) Becoming a student teacher: core features of the experience. European Journal of Teacher Education 30:3, pages 225-248.
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Articles from other publishers (22)
Mylène Leroux, Caroline Kirouac, Nancy Goyette & Catherine Malboeuf-Hurtubise. (2024) L’empreinte professionnelle : une activité d’écriture réflexive prospective pour accéder au processus de construction identitaire professionnelle de stagiaires en enseignementThe "professional imprint": A prospective reflective writing activity to shed light on the processes of professional identity construction in trainee teachers. Phronesis 13:2, pages 65.
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Ipek Ozbay Ozdemir. (2024) Developing professional identity: Narratives of preservice preschool teachers. Pedagogical Research 9:1, pages em0180.
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Lucía Belmonte Carrasco & Guadalupe De la Maya Retamar. (2023) Emotions of CLIL Preservice Teachers in Teaching Non-Linguistic Subjects in English. Profile: Issues in Teachers' Professional Development 25:2, pages 185-199.
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Fadie Hanna, Ron Oostdam, Sabine E. Severiens & Bonne J.H. Zijlstra. (2022) The development of the relationship between professional identity tensions and teacher identity: A quantitative longitudinal study among Dutch primary student teachers. Studies in Educational Evaluation 75, pages 101199.
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Seval KAYGISIZ & Cem BALÇIKANLI. (2021) Is it possible to teach English through EBA TV? Exploring student teachers’ concerns and self-efficacy beliefs. Journal of Educational Technology and Online Learning 4:3, pages 489-502.
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Müzeyyen Nazlı Güngör. 2021. Emergency Remote Teaching and Beyond. Emergency Remote Teaching and Beyond
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Amanda McGraw & Mary Mason. (2020) Finding passion and purpose in the teaching of reading in secondary school English through critical readings of practice: A huge kind of spider web. The Australian Journal of Language and Literacy 43:3, pages 205-213.
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Didem ATAN & Demet YAYLI. (2019) An Analysis of the Relatıonship between Teaching Concerns and Personality Traits of In-Service EFL Teachersİngilizce Öğretmenlerinin Öğretme Endişeleri ile Kişilik Özellikleri Arasındaki İlişki. Dil Eğitimi ve Araştırmaları Dergisi 5:2, pages 172-191.
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Dragica D. Trivic, Milanka Džinović, Vesna D. Milanovic & Ljiljana Živković. (2019) COOPERATION OF THE PRE-SERVICE CHEMISTRY AND GEOGRAPHY TEACHERS ON AN INTERDISCIPLINARY LESSON PLANNING. Journal of Baltic Science Education 18:4, pages 620-633.
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Fadie Hanna, Ron Oostdam, Sabine E. Severiens & Bonne J.H. Zijlstra. (2019) Primary student teachers’ professional identity tensions: The construction and psychometric quality of the professional identity tensions scale. Studies in Educational Evaluation 61, pages 21-33.
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장원호 & 박성빈. (2019) 일과 삶의 균형에 대한 예비 유아교사의 은유 분석. CNU Journal of Educational Studies 40:2, pages 111-133.
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Tuba YURTSEVEN & Derya YAYLI. (2019) Hizmet Öncesi Türkçe Öğretmenlerinin Öğretmeye Yönelik Endişeleri ve Özyeterlik İnançları. Dil Eğitimi ve Araştırmaları Dergisi 5:1, pages 47-67.
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강문숙 & 김두규. (2017) A Study on the Image of educare Infants and Early Childhood, Teachers, Principals of Pre-service Teachers for Human Resources Development: Focus on before and after educare practice. Journal of Educational Innovation Research 27:3, pages 43-65.
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Mohamad Hisyam Ismail, Nabilah Abdullah, Muhamad Furkan Mat Salleh & Mohd Shafik Yahya. 2016. 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings. 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings
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양수영. (2013) Development of the brain-based instructional model for promoting pre-service teacher’s attitudes toward science teaching and a meta-analysis- A preliminary study for the development of the brain-based science instructional model -. Korean Journal of Early Childhood Education 33:6, pages 39-63.
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Karthigeyan Subramaniam. (2012) Minority Preservice Teachers’ Conceptions of Teaching Science: Sources of Science Teaching Strategies. Research in Science Education 43:2, pages 687-709.
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Lisa F. Smith, Gaynor Corkery, Judy Buckley & Amanda Calvert. (2012) Changes in Secondary School Preservice Teachers’ Concerns About Teaching in New Zealand. Journal of Teacher Education 64:1, pages 60-74.
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Barbara Sutton. (2011) Playful cards, serious talk: a qualitative research technique to elicit women’s embodied experiences. Qualitative Research 11:2, pages 177-196.
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Sébastien Chaliès, Solange Cartaut, Guillaume Escalie & Marc Durand. (2009) L’utilité du tutorat pour de jeunes enseignants : la preuve par 20 ans d’expérienceThe usefulness of the mentoring system for young teachers: the evidence of a 20 years’ experienceLa utilidad del tutorado para jóvenes docentes: la prueba por 20 años de experienciaDie Nützlichkeit des Tutorats für junge Lehrer: der Beweis durch eine zwanzigjährige Erfahrung. Recherche & formation:61, pages 85-129.
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Frits Evelein, Fred Korthagen & Mieke Brekelmans. (2008) Fulfilment of the basic psychological needs of student teachers during their first teaching experiences. Teaching and Teacher Education 24:5, pages 1137-1148.
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조운주. (2007) Understanding the Images of Early Childhood Teachers. Korean Journal of Early Childhood Education 27:3, pages 315-335.
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