Citations (42)
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Rini Intansari Meilani, Dewi Kurniawati & Sitti Nurfaidah. (2022) ‘I don’t want to be a teacher’: a collaborative autoethnographic inquiry into the construction of university ELT instructors’ professional identity. Teachers and Teaching 28:6, pages 649-667.
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Christina Huhn. (2021) Reframing my practices: reconsidering post-secondary World Language education. Teacher Development 25:5, pages 687-705.
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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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Bert Van Veldhuizen, Ron Oostdam, Mascha Enthoven & Marco Snoek. (2021) Reflective movements in the professional development of teacher educators as supervisors of student research in higher education. European Journal of Teacher Education 44:4, pages 452-467.
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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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Miriam Hamilton. (2019) Teachers and Teacher Educators Researching Their Practice: A Dually-Purposed Self-Study. The New Educator 15:3, pages 187-207.
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Gerry Czerniawski, Donald Gray, Ann MacPhail, Yvonne Bain, Paul Conway & Ainat Guberman. (2018) The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland. Journal of Education for Teaching 44:2, pages 133-148.
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Marcel Van der Klink, Quinta Kools, Gilada Avissar, Simone White & Tetsuhito Sakata. (2017) Professional development of teacher educators: what do they do? Findings from an explorative international study. Professional Development in Education 43:2, pages 163-178.
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Gerda Geerdink, Fer Boei, Martijn Willemse, Quinta Kools & Haske Van Vlokhoven. (2016) Fostering teacher educators’ professional development in research and in supervising student teachers’ research. Teachers and Teaching 22:8, pages 965-982.
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Lucia Zundans-Fraser & Alan Bain. (2016) How do institutional practices for course design and review address areas of need in higher education. Higher Education Research & Development 35:4, pages 841-853.
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Tim Fletcher & Shawn M. Bullock. (2015) Reframing pedagogy while teaching about teaching online: a collaborative self-study. Professional Development in Education 41:4, pages 690-706.
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David Coniam. (2015) Using one’s own professional activities to promote research and publishing. European Journal of Teacher Education 38:3, pages 408-427.
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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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T.M. Willemse & F. Boei. (2013) Teacher educators’ research practices: an explorative study of teacher educators’ perceptions on research. Journal of Education for Teaching 39:4, pages 354-369.
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Anastasia
P. Samaras & Rebecca
K. Fox. (2013) Capturing the process of critical reflective teaching practices through e-portfolios. Professional Development in Education 39:1, pages 23-41.
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Judy Williams, Jason Ritter & ShawnM. Bullock. (2012) Understanding the Complexity of Becoming a Teacher Educator: Experience, belonging, and practice within a professional learning community. Studying Teacher Education 8:3, pages 245-260.
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Parvaneh Tavakoli & Michael J. Howard. (2012) Teaching English to speakers of other languages teachers’ views on the relationship between research and practice. European Journal of Teacher Education 35:2, pages 229-242.
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LouAnnH. Lovin, WendyB. Sanchez, KeithR. Leatham, JenniferB. Chauvot, SigneE. Kastberg & AndersonH. Norton. (2012) Examining Beliefs and Practices of Self and Others: Pivotal points for change and growth for mathematics teacher educators. Studying Teacher Education 8:1, pages 51-68.
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Päivi Hökkä, Anneli Eteläpelto & Helena Rasku-Puttonen. (2012) The professional agency of teacher educators amid academic discourses. Journal of Education for Teaching 38:1, pages 83-102.
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Graham Rogers. (2011) Learning‐to‐learn and learning‐to‐teach: the impact of disciplinary subject study on student‐teachers’ professional identity. Journal of Curriculum Studies 43:2, pages 249-268.
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Pete Boyd. (2010) Academic induction for professional educators: supporting the workplace learning of newly appointed lecturers in teacher and nurse education. International Journal for Academic Development 15:2, pages 155-165.
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PaulT. Parkison & JenniferK. Bartek. (2010) Peer mentoring and collaboration in the clinical setting: a case study in dental hygiene. Reflective Practice 11:2, pages 231-243.
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Anja Swennen, Ken Jones & Monique Volman. (2010) Teacher educators: their identities, sub‐identities and implications for professional development. Professional Development in Education 36:1-2, pages 131-148.
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Isil Kabakci, H. Ferhan Odabasi & Kerem Kilicer. (2010) Transformative learning‐based mentoring for professional development of teacher educators in information and communication technologies: an approach for an emerging country. Professional Development in Education 36:1-2, pages 263-273.
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Miriam Ben‐Peretz, Sara Kleeman, Rivka Reichenberg & Sarah Shimoni. (2010) Educators of educators: their goals, perceptions and practices. Professional Development in Education 36:1-2, pages 111-129.
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Susan Sandretto. (2009) Theoretical and Methodological Tensions in a Poststructural, Collaborative Self-Study Research Project. Studying Teacher Education 5:1, pages 89-101.
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Mats Hordvik, Tim Fletcher, Anders Lund Haugen, Lasse Møller & Berit Engebretsen. (2021) Using collaborative self-study and rhizomatics to explore the ongoing nature of becoming teacher educators. Teaching and Teacher Education 101, pages 103318.
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Azlin Norhaini Mansor, Mohd Zabil Ikhsan Mohamed Nasaruddin & Aida Hanim A. Hamid. (2021) The Effects of School Climate on Sixth Form Teachers’ Self-Efficacy in Malaysia. Sustainability 13:4, pages 2011.
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Despoina Georgiou, Sog Yee Mok, Frank Fischer, Jan D. Vermunt & Tina Seidel. (2020) Evidence-Based Practice in Teacher Education: The Mediating Role of Self-Efficacy Beliefs and Practical Knowledge. Frontiers in Education 5.
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Marta Mateus de Almeida. (2020) Formação pedagógica e desenvolvimento profissional no ensino superior: perspetivas de docentes. Revista Brasileira de Educação 25.
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Tiffany Gallagher, Shelley Griffin, Darlene Ciuffetelli Parker, Julian Kitchen & Candace Figg. (2011) Establishing and sustaining teacher educator professional development in a self-study community of practice: Pre-tenure teacher educators developing professionally. Teaching and Teacher Education 27:5, pages 880-890.
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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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Jennifer B. Chauvot. (2009) Grounding practice in scholarship, grounding scholarship in practice: Knowledge of a mathematics teacher educator–researcher. Teaching and Teacher Education 25:2, pages 357-370.
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Kay Livingston, Jim McCall & Margarida Morgado. 2009. Becoming a Teacher Educator. Becoming a Teacher Educator
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Inger Erixon Arreman. (2008) The Process of Finding a Shape: Stabilising New Research Structures in Swedish Teacher Education, 2000–2007. European Educational Research Journal 7:2, pages 157-175.
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Mieke Lunenberg, John Loughran, Kim Schildkamp, Jos Beishuizen, Jacobiene Meirink & Rosanne Zwart. (2016) Self-Study in a Community of Learning Researchers: What Can We Do to Help Teachers/teacher Educators Benefit from Our Research?. European Educational Research Journal 6:4, pages 411-423.
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Mieke Lunenberg, Petra Ponte & Piet-Hein Van De Ven. (2016) Why Shouldn't Teachers and Teacher Educators Conduct Research on Their Own Practices? An Epistemological Exploration. European Educational Research Journal 6:1, pages 13-24.
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