Citations (83)
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Tugba Simsek-Rackelmann, Eylem Perihan Kibar, Sibel Aybek & Zuhal Okan. (2024) A practice turn in teacher education in Turkey: Is a balanced practicum at risk?. European Journal of Teacher Education 0:0, pages 1-17.
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Sherry Sanden & Amanda Quesenberry. (2023) “I’ve overcome a mountain that had little hills”: teacher candidates’ perspectives of student teaching during a global pandemic. Journal of Early Childhood Teacher Education 44:4, pages 812-832.
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Hongzhi Yang & Lina Markauskaite. (2023) Preservice teachers’ perezhivanie and epistemic agency during the practicum. Pedagogy, Culture & Society 31:4, pages 647-668.
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Katariina Stenberg & Katriina Maaranen. (2022) Promoting practical wisdom in teacher education: a qualitative descriptive study. European Journal of Teacher Education 45:5, pages 617-633.
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Abobakr Aljuwaiber. (2022) Changing attitudes through interactive learning: The impact of teaching total quality management on students’ everyday lives. Journal of Education for Business 97:6, pages 365-375.
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Harald Eriksen, Eli Lejonberg, Megan Tschannen-Moran, Knut-Andreas Christophersen & Eyvind Elstad. (2021) Learners Providing Feedback on Teaching: Pre-service Teachers’ Perceptions of a Teacher Assessment Arrangement. Scandinavian Journal of Educational Research 65:6, pages 1097-1113.
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Yulia Muchnik-Rozanov & Dina Tsybulsky. (2021) Examining future-oriented discourse within reflective narratives as professional identity development for student teachers. Journal of Education for Teaching 47:3, pages 309-321.
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Henrik Lindqvist, Maria Weurlander, Annika Wernerson & Robert Thornberg. (2019) Boundaries as a coping strategy: emotional labour and relationship maintenance in distressing teacher education situations. European Journal of Teacher Education 42:5, pages 634-649.
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Tiina Anspal, Äli Leijen & Erika Löfström. (2019) Tensions and the Teacher’s Role in Student Teacher Identity Development in Primary and Subject Teacher Curricula. Scandinavian Journal of Educational Research 63:5, pages 679-695.
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Piia Näykki, Arto K. Ahonen, Hanna Järvenoja & Kirsi Pyhältö. (2018) Student teachers’ feelings of anxiety and exhaustion: can self-regulated learning skills function as an antidote?. Educational Research and Evaluation 24:8, pages 462-480.
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Henrika Anttila, Kirsi Pyhältö, Tiina Soini & Janne Pietarinen. (2017) From anxiety to enthusiasm: emotional patterns among student teachers. European Journal of Teacher Education 40:4, pages 447-464.
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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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Constantinos M. Kokkinos, George Stavropoulos & Aggeliki Davazoglou. (2016) Development of an instrument measuring student teachers’ perceived stressors about the practicum. Teacher Development 20:2, pages 275-293.
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Oliver McGarr & Orla McCormack. (2016) Counterfactual mutation of critical classroom incidents: implications for reflective practice in initial teacher education. European Journal of Teacher Education 39:1, pages 36-52.
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Tony Lawson, Melek Çakmak, Müge Gündüz & Hugh Busher. (2015) Research on teaching practicum – a systematic review. European Journal of Teacher Education 38:3, pages 392-407.
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Lisa A. Borgerding, Vanessa A. Klein, Rajlakshmi Ghosh & Albert Eibel. (2015) Student Teachers’ Approaches to Teaching Biological Evolution. Journal of Science Teacher Education 26:4, pages 371-392.
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Hugh Busher, Müge Gündüz, Melek Cakmak & Tony Lawson. (2015) Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study. Compare: A Journal of Comparative and International Education 45:3, pages 445-466.
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Su-Jeong Wee, Elsa K. Weber & Soyeon Park. (2014) Early childhood practicum students' professional growth in the USA: areas of confidence and concern. International Journal of Early Years Education 22:4, pages 409-422.
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Oliver McGarr & Orla McCormack. (2014) Reflecting to Conform? Exploring Irish Student Teachers’ Discourses in Reflective Practice. The Journal of Educational Research 107:4, pages 267-280.
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Jamal Abu-Alruz & Samer Khasawneh. (2013) Professional identity of faculty members at higher education institutions: a criterion for workplace success. Research in Post-Compulsory Education 18:4, pages 431-442.
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Marie Karlsson. (2013) Emotional identification with teacher identities in student teachers’ narrative interaction. European Journal of Teacher Education 36:2, pages 133-146.
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Jonathan Hughes. (2013) Cameos, supporting roles and stars: citation and reflection in the context of initial teacher education. Educational Research 55:1, pages 16-30.
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Ulla Klemola, Pilvikki Heikinaro-Johansson & Mary O'Sullivan. (2013) Physical education student teachers' perceptions of applying knowledge and skills about emotional understanding studied in PETE in a one-year teaching practicum. Physical Education and Sport Pedagogy 18:1, pages 28-41.
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T.D.T. Sedumedi & F.J. Mundalamo. (2012) Understanding field assessment of pre-service teachers on school practicum. Africa Education Review 9:sup1, pages S73-S90.
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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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Oliver McGarr & Janet Moody. (2010) Scaffolding or stifling? The influence of journal requirements on students’ engagement in reflective practice. Reflective Practice 11:5, pages 579-591.
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