Citations (66)
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Yi Liu, Yajun Yan, Huixian Xia & Kun Sun. (2023) Analysing the longitudinal course selection panel data (2014-2020) of K-12 teachers from Zhejiang province: a comprehensive study on in-service training needs. Professional Development in Education 0:0, pages 1-21.
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Kimberly S. Reinhardt, Phyllis M. Robertson & Robin D. Johnson. (2023) Connecting inquiry and Universal Design for Learning (UDL) to teacher candidates’ emerging practice: development of a signature pedagogy. Educational Action Research 31:3, pages 437-454.
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Katharina Heissenberger-Lehofer & Georg Krammer. (2023) Internship integrated practitioner research projects foster student teachers’ professional learning and research orientation: a mixed-methods study in initial teacher education. European Journal of Teacher Education 46:3, pages 456-475.
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Eda Ceylan & Irem Comoglu. (2023) Action research in initial EFL teacher education: emerging insights from a CAR project. Educational Action Research 0:0, pages 1-16.
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Mohammad Hossein Arefian. (2022) Collaborative action research as a reflective tool for pre-service EFL teachers’ inclusion. Reflective Practice 23:6, pages 651-662.
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Marina Bendtsen, Liselott Forsman & Mikaela Björklund. (2022) Exploring empowering practices for teachers’ sustainable continuing professional development. Educational Research 64:1, pages 60-76.
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Marina Bendtsen, Gunilla Eklund, Liselott Forsman & Michaela Pörn. (2021) Student teachers’ experiences of action research-based projects: two cases within pre-service teacher education in Finland. Educational Action Research 29:5, pages 707-721.
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Katharina Heissenberger & Marlies Matischek-Jauk. (2020) “It’s worth it”1 practitioner research as a tool of professional learning: starting points, conclusions and benefits from the perspective of teacher-students. Educational Action Research 28:4, pages 561-578.
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Stephen Darwin & Malba Barahona. (2019) Can an outsider become an insider? Analysing the effect of action research in initial EFL teacher education programs. Educational Action Research 27:5, pages 709-725.
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Ingrid Helleve & Marit Ulvik. (2019) Tutors seen through the eyes of mentors assumptions for participation in third space in teacher education. European Journal of Teacher Education 42:2, pages 228-242.
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Marit Ulvik, Hanne Riese & Dag Roness. (2018) Action research – connecting practice and theory. Educational Action Research 26:2, pages 273-287.
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Chunmei Yan. (2017) ‘You never know what research is like unless you’ve done it!’ Action research to promote collaborative student-teacher research. Educational Action Research 25:5, pages 704-719.
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Kari Smith. (2017) Learning from the past to shape the future. European Journal of Teacher Education 40:5, pages 630-646.
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Marco Snoek, Judith Bekebrede, Fadie Hanna, Theun Creton & Hester Edzes. (2017) The contribution of graduation research to school development: graduation research as a boundary practice. European Journal of Teacher Education 40:3, pages 361-378.
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Okseon Lee, Dean M. Ravizza, Susan M. Muller & Miriam N. Satern. (2017) Navigating Academia: Developing a Road Map for a Professional Journey for Physical Education Teacher Candidates. Journal of Physical Education, Recreation & Dance 88:3, pages 29-35.
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Marit Ulvik & Hanne Riese. (2016) Action research in pre-service teacher education – a never-ending story promoting professional development. Professional Development in Education 42:3, pages 441-457.
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Daniel Guilbert, Rod Lane & Penny Van Bergen. (2016) Understanding student engagement with research: a study of pre-service teachers’ research perceptions, research experience, and motivation. Asia-Pacific Journal of Teacher Education 44:2, pages 172-187.
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Sonia White, Erika Hepple, Donna Tangen, Marlana Comelli, Amyzar Alwi & Zaira Abu Hassan Shaari. (2016) An introduction to education research methods: exploring the learning journey of pre-service teachers in a transnational programme. Asia-Pacific Journal of Teacher Education 44:1, pages 35-48.
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Brenda M. Capobianco & Máire Ní Ríordáin. (2015) Navigating layers of teacher uncertainty among preservice science and mathematics teachers engaged in action research. Educational Action Research 23:4, pages 581-598.
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Marit Ulvik. (2014) Student-teachers doing action research in their practicum: why and how?. Educational Action Research 22:4, pages 518-533.
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Nora H. Martínez. (2014) Everybody’s problem: novice teachers in disadvantaged Mexican schools. International Journal of Qualitative Studies in Education 27:8, pages 959-973.
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Lonnie Rowell, Noriyuki Inoue & Cheryl Getz. (2014) Reflective practice and motion sickness: thoughts on the first North American Action Research Study Day. Educational Action Research 22:2, pages 251-269.
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Eric C.K. Cheng. (2014) Learning Study: nurturing the instructional design and teaching competency of pre-service teachers. Asia-Pacific Journal of Teacher Education 42:1, pages 51-66.
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Yiasemina Karagiorgi & Maria Nicolaidou. (2013) Professional development of teacher educators: voices from the Greek-Cypriot context. Professional Development in Education 39:5, pages 784-798.
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Kathryn Castle. (2013) The State of Teacher Research in Early Childhood Teacher Education. Journal of Early Childhood Teacher Education 34:3, pages 268-286.
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Donna Kotsopoulos, Julie Mueller & Dawn Buzza. (2012) Pre-service teacher research: an early acculturation into a research disposition. Journal of Education for Teaching 38:1, pages 21-36.
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Melina Porto. (2008) A teaching narrative: my growth as a foreign language educator through teaching diaries. Journal of Further and Higher Education 32:3, pages 185-206.
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Gerd Grimsæth, Grete Nordvik & Eli Bergsvik. (2008) The newly qualified teacher: a leader and a professional? A Norwegian study. Journal of In-Service Education 34:2, pages 219-236.
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André Moura, Amândio Graça, Ann MacPhail & Paula Batista. Enhancing the enactment of assessment for learning principles during school placement: preservice teachers as practitioner researchers within a learning community. European Journal of Teacher Education 0:0, pages 1-18.
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Articles from other publishers (37)
Hee Jun Choi & Ji Hye Park. (2023) Research Trends in Learning Needs Assessment: A Review of Publications in Selected Journals from 1997 to 2023. Sustainability 16:1, pages 382.
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Ayşe Kazancı Tınmaz & Ferudun Sezgin. (2023) Development of the Research Literacy Scale for Teachers. SAGE Open 13:4.
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Eda CEYLAN & İrem ÇOMOĞLU. (2022) A Thematic Analysis of Action Research in Initial Teacher Education: Reflections and Future DirectionsHizmet Öncesi Öğretmen Eğitiminde Eylem Araştırmasının Tematik Bir Analizi: Yansımalar ve Gelecek Yönelimler. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi:54, pages 1314-1328.
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Trinh Quoc Lap, Tran Duyen Ngoc & Le Thanh Thao. (2022) Novice Teachers’ Professional Identity Reconstruction. International Journal of Educational Methodology 8:3, pages 449-464.
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Katharina Heissenberger-Lehofer. (2022) Motives of teacher students for choosing topics for internship-integrated practitioner research projectsMotive Lehramtsstudierender für die Wahl von Themen für praktikumsintegrierte Praxisforschungsprojekte. Zeitschrift für Bildungsforschung 12:2, pages 275-294.
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David Esparza, Ruby L. Lynch-Arroyo & Jeffrey T. Olimpo. (2022) Empowering Current and Future Educators: Using a Scalable Action Research Module as a Mechanism to Promote High-Quality Teaching and Learning in STEM. Frontiers in Education 6.
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Yue Qin. 2022. Proceedings of the 2022 6th International Seminar on Education, Management and Social Sciences (ISEMSS 2022). Proceedings of the 2022 6th International Seminar on Education, Management and Social Sciences (ISEMSS 2022)
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Farouq Almeqdadi & Ali Al Zoubi. 2022. Handbook of Research on Teacher Education. Handbook of Research on Teacher Education
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Deirdre O’Neill & Eilish McLoughlin. 2022. Physics Teacher Education. Physics Teacher Education
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André P. Botha & Leila Goosen. 2021. Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education. Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education
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Selda Aras. (2020) Action Research as an Inquiry-Based Teaching Practice Model for Teacher Education Programs. Systemic Practice and Action Research 34:2, pages 153-168.
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Annika Diery, Maximilian Knogler & Tina Seidel. (2021) Supporting evidence-based practice through teacher education: A profile analysis of teacher educators’ perceived challenges and possible solutions. International Journal of Educational Research Open 2, pages 100056.
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Magdolna Chrappán, Erika Kopp & Csilla Pesti. (2020) Initial Teacher Education in Hungary: Issues, Policies, Practices. Eastern European Journal of Transnational Relations 4:1, pages 49-74.
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Angela Brew & Constanze Saunders. (2020) Making sense of research-based learning in teacher education. Teaching and Teacher Education 87, pages 102935.
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Cristobal Ballesteros-Regana, Carmen Siles-Rojas, Carlos Hervas-Gomez & Maria Dolores Diaz-Noguera. (2019) Improving the Quality of Teaching Internships with the Help of the Platforms. European Journal of Educational Research volume-8-2019:volume8-issue4.html, pages 1101-1114.
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Gulzina Nagibova. (2019) PROFESSIONAL DEVELOPMENT: THE CHALLENGES OF ACTION RESEARCH IMPLEMENTATION IN KAZAKHSTAN. International Academy Journal Web of Scholar 2:9(39), pages 17-24.
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Gürol YOKUŞ & Tuğba YANPAR YELKEN. (2019) Designing online professional learning network for developing researcherly dispositions of pre-service teachers. International Journal of Social Sciences and Education Research 5:3, pages 242-256.
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Michelle Vaughan. 2019. The Wiley Handbook of Action Research in Education. The Wiley Handbook of Action Research in Education
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Vesna Podgornik & Janez Vogrinc. (2017) The Role of Headteachers, Teachers, and School Counselors in the System of Quality Assessment and Assurance of School Work. SAGE Open 7:2, pages 215824401771323.
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Khalid Almohammadi, Hani Hagras, Bo Yao, Abdulkareem Alzahrani, Daniyal Alghazzawi & Ghadah Aldabbagh. (2015) A type-2 fuzzy logic recommendation system for adaptive teaching. Soft Computing 21:4, pages 965-979.
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Marit Ulvik, Hanne Riese & Dag Roness. (2016) Aksjonsforskning - et bidrag til en praksisnær og teoriorientert lærerutdanning. Norsk pedagogisk tidsskrift 100:3, pages 222-239.
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Monica Taylor & Emily J. KleinEmily J. Klein, Antonio Iglesias, Suzanne Poole & Erin Mooney. 2015. A Year in the Life of a Third Space Urban Teacher Residency. A Year in the Life of a Third Space Urban Teacher Residency
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Lydia Kyei-Blankson. (2013) TRAINING MATH AND SCIENCE TEACHER–RESEARCHERS IN A COLLABORATIVE RESEARCH ENVIRONMENT: IMPLICATIONS FOR MATH AND SCIENCE EDUCATION. International Journal of Science and Mathematics Education 12:5, pages 1047-1065.
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Yeonjoo Ko & Hyunju Lee. (2014) Pre-service Science Teachers' Understanding of Students' Misconceptions in Physics and Perceptions on "Teacher as a Researcher" through the Research Experience. Journal of The Korean Association For Research In Science Education 34:5, pages 449-457.
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Mustafa Öztürk. (2014) Generating Teacher Development Models from Context-specific Predicaments of New Teachers in Induction Period. Procedia - Social and Behavioral Sciences 116, pages 206-211.
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Ditza Maskit. (2013) First Months in Teaching—Novices Relate to Their Difficulties. Creative Education 04:04, pages 1-8.
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Marion Engin. (2011) Research Diary: A Tool for Scaffolding. International Journal of Qualitative Methods 10:3, pages 296-306.
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Tony Wright. (2010) Second language teacher education: Review of recent research on practice. Language Teaching 43:3, pages 259-296.
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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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