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Aygil Takır & Hasan Özder. (2024) Special education preservice teachers’ mathematics teaching self-efficacy beliefs. Educational Studies 50:2, pages 224-242.
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Lucía Sánchez-Tarazaga, Aida Sanahuja Ribés, Paola Ruiz-Bernardo & Reina Ferrández-Berrueco. (2024) Social competences in pre-service education: what do future secondary teachers think?. Journal of Education for Teaching 50:1, pages 5-19.
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Marjatta Takala, Katja Sutela, Sonja Ojala & Minna Saarinen. (2023) Teaching practice in the training of special education teachers in Finland. European Journal of Special Needs Education 38:6, pages 835-849.
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Hang Thi Thu Nguyen. (2023) Feedback as a tool in practicum-based learning to teach: A ‘Gift’ given or a ‘Shared’ practice?. Journal of Education for Teaching 49:5, pages 882-897.
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Michael Jopling & David Zimmermann. (2023) Exploring vulnerability from teachers’ and young people’s perspectives in school contexts in England and Germany. Research Papers in Education 38:5, pages 828-845.
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Benjamin Dreer. (2023) Creating meaningful field experiences: the application of the job crafting concept to student teachers’ practical learning. Journal of Education for Teaching 49:4, pages 711-723.
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Merav Aizenberg & Gila Cohen Zilka. (2023) Preservice kindergarten teachers’ distance teaching practices during the COVID-19 lockdown period. Journal of Early Childhood Teacher Education 44:3, pages 408-424.
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Rachel Louise Geesa, Nicholas P. Elam, Abigail D. Teeters & Thalia M. Mulvihill. (2023) University Supervisors’ Perceptions of Their Personal Experiences and Professional Effectiveness in a Study Abroad Student Teaching Program in Germany. Action in Teacher Education 45:3, pages 260-277.
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K Marjamaa, H Järvenoja & K Pyhältö. (2023) Characteristics of social support experienced by differently engaged student teachers. Teachers and Teaching 29:4, pages 345-368.
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Jorge Chavez Rojas, Jaime Faure Ñiñoles & Juan Pablo Barril Madrid. (2023) The construction of teachers’ professional identity: An analysis of subjective learning experiences. European Journal of Teacher Education 46:2, pages 256-273.
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Kun Dai & Yongliang Wang. (2023) Investigating the interplay of Chinese EFL teachers’ proactive personality, flow, and work engagement. Journal of Multilingual and Multicultural Development 0:0, pages 1-15.
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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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Arttu Mykkänen, Päivi Kupila & Asko Pekkarinen. (2022) Impact of students’ prior work experiences on their perceptions of practicums as support for their professional development. European Early Childhood Education Research Journal 30:5, pages 686-700.
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Margaretha Häggström. (2022) Teacher education: student teachers’ ethics-related experiences from their placements in Uganda. European Journal of Teacher Education 0:0, pages 1-16.
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Lina Lindström, Erika Löfström & Monica Londén. (2022) Supervising teachers’ orientations and conceptions about content and process in teaching practice. Educational Studies 0:0, pages 1-18.
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Anne Suryani & Sindu George. (2021) “Teacher education is a good choice, but I don’t want to teach in schools.” An analysis of university students’ career decision making. Journal of Education for Teaching 47:4, pages 590-604.
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Christopher P. Brown, David P. Barry, Da Hei Ku & Kate Puckett. (2021) Teach as I Say, Not as I Do: How Preservice Teachers Made Sense of the Mismatch between How They Were Expected to Teach and How They Were Taught in Their Professional Training Program. The Teacher Educator 56:3, pages 250-269.
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Amber L. Brown, Joyce Myers & Denise Collins. (2021) How pre-service teachers’ sense of teaching efficacy and preparedness to teach impact performance during student teaching. Educational Studies 47:1, pages 38-58.
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Benjamin Dreer. (2020) Towards a better understanding of psychological needs of student teachers during field experiences. European Journal of Teacher Education 43:5, pages 676-694.
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Paulina Sepulveda-Escobar & Astrid Morrison. (2020) Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education 43:4, pages 587-607.
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Smadar Donitsa-Schmidt & Rony Ramot. (2020) Opportunities and challenges: teacher education in Israel in the Covid-19 pandemic. Journal of Education for Teaching 46:4, pages 586-595.
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Denchai Prabjandee. (2020) Narratives of learning to become English teachers in Thailand: developing identity through a teacher education program. Teacher Development 24:1, pages 71-87.
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Evgenia Lavrenteva & Lily Orland-Barak. (2019) Drop-outs, transformed professionals or change makers: prospective teachers’ beliefs acting as filters, frames and guides in pre-service education. Research Papers in Education 34:6, pages 649-679.
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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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Henrik Lindqvist. (2019) Strategies to cope with emotionally challenging situations in teacher education. Journal of Education for Teaching 45:5, pages 540-552.
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Ciarán Ó Gallchóir, Joanne O’Flaherty & Carmel Hinchion. (2019) My cooperating teacher and I: how pre-service teachers story mentorship during School Placement. Journal of Education for Teaching 45:4, pages 373-388.
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Enda Donlon. (2019) The use of a custom-built online environment for communication with and support of student-teachers during school placement. Teaching Education 30:1, pages 1-15.
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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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Eli Lejonberg, Eyvind Elstad, Lise Vikan Sandvik, Trond Solhaug & Knut-Andreas Christophersen. (2018) Developmental relationships in schools: pre-service teachers’ perceptions of mentors’ effort, self-development orientation, and use of theory. Mentoring & Tutoring: Partnership in Learning 26:5, pages 524-541.
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Karen Blackmore, Colin Howard & Alison Kington. (2018) Trainee teachers’ experience of primary science teaching, and the perceived impact on their developing professional identity. European Journal of Teacher Education 41:4, pages 529-548.
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Kåre Heggen, Finn Daniel Raaen & Kirsten E. Thorsen. (2018) Placement schools as professional learning communities in teacher education. European Journal of Teacher Education 41:3, pages 398-413.
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Sanna Väisänen, Janne Pietarinen, Kirsi Pyhältö, Auli Toom & Tiina Soini. (2018) Student teachers’ proactive strategies for avoiding study-related burnout during teacher education. European Journal of Teacher Education 41:3, pages 301-317.
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Esra Eret-Orhan, Ahmet Ok & Yesim Capa-Aydin. (2018) We train, but what do they think? Preservice teachers’ perceptions of the adequacy of their teacher education in Turkey. Asia-Pacific Journal of Teacher Education 46:2, pages 183-198.
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Lauri Heikonen, Auli Toom, Kirsi Pyhältö, Janne Pietarinen & Tiina Soini. (2017) Student-teachers’ strategies in classroom interaction in the context of the teaching practicum. Journal of Education for Teaching 43:5, pages 534-549.
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Johannes König, Albert Bremerich-Vos, Christiane Buchholtz, Sandra Lammerding, Sarah Strauß, Ilka Fladung & Charlotte Schleiffer. (2017) Modelling and validating the learning opportunities of preservice language teachers: on the key components of the curriculum for teacher education. European Journal of Teacher Education 40:3, pages 394-412.
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Joana Salazar Noguera & Kerryn McCluskey. (2017) A case study of early career secondary teachers’ perceptions of their preparedness for teaching: lessons from Australia and Spain. Teacher Development 21:1, pages 101-117.
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Iris Marušić, Ivana Jugović & Darko Lončarić. (2017) Approaches to learning of first-year and fifth-year student teachers: are there any differences?. European Journal of Teacher Education 40:1, pages 62-75.
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David H. Johnston. (2016) ‘Sitting alone in the staffroom contemplating my future’: communities of practice, legitimate peripheral participation and student teachers’ experiences of problematic school placements as guests. Cambridge Journal of Education 46:4, pages 533-551.
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Knut-Andreas Christophersen, Eyvind Elstad, Trond Solhaug & Are Turmo. (2016) Antecedents of student teachers’ affective commitment to the teaching profession and turnover intention. European Journal of Teacher Education 39:3, pages 270-286.
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Hale Erden. (2016) Pre-service Teachers’ Perceptions on being a Teacher through a Metaphoric Perspective. The Anthropologist 24:1, pages 134-147.
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Anne M. Dolan, Fionnuala Waldron, Susan Pike & Richard Greenwood. (2016) Learning to teach primary geography in the context of school placement: lessons from an all-Ireland study. European Journal of Teacher Education 39:1, pages 20-35.
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Kathleen Nolan. (2015) Beyond tokenism in the field? On the learning of a Mathematics teacher educator and faculty supervisor. Cogent Education 2:1.
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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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Maria Martins, João Costa & Marcos Onofre. (2015) Practicum experiences as sources of pre-service teachers’ self-efficacy. European Journal of Teacher Education 38:2, pages 263-279.
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Vassiliki Derri, Olga Vasiliadou & Efthymis Kioumourtzoglou. (2015) The effects of a short-term professional development program on physical education teachers’ behaviour and students’ engagement in learning. European Journal of Teacher Education 38:2, pages 234-262.
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Amber L. Brown, Joohi Lee & Denise Collins. (2015) Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness. Teaching Education 26:1, pages 77-93.
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Carey Philpott. (2015) Creating an in-school pastoral system for student teachers in school-based initial teacher education. Pastoral Care in Education 33:1, pages 8-19.
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Isabel Rots, Antonia Aelterman & Geert Devos. (2014) Teacher education graduates’ choice (not) to enter the teaching profession: does teacher education matter?. European Journal of Teacher Education 37:3, pages 279-294.
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Romi de Jong, Jan van Tartwijk, Theo Wubbels, Ietje Veldman & Nico Verloop. (2013) Beginning and end of the internship: student teachers’ interpersonal profiles and the accuracy of their self-beliefs. European Journal of Teacher Education 36:4, pages 393-412.
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Kaisa Pihlainen, Emma Clarke, Sanni Kahila, Virpi Vellonen, Katariina Waltzer, Tiina Kuutti & Aimee Quickfall. Timelines in researching student teachers’ well-being during teaching practice. International Journal of Research & Method in Education 0:0, pages 1-17.
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Noor Al-Najjar, Muna Yousuf Al Bulushi, Fawzia Aziz Al Seyabi, Sulaiman M. Al-Balushi, Aisha S. Al-Harthi & Mahmoud Mohamed Emam. Perceived impact of initial Student teaching practice on teachers’ teaching performance and professional skills: A retrospective study. Pedagogies: An International Journal 0:0, pages 1-20.
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Sabrina Fitzsimons, P. J. Sexton, Paula Lehane, Enda Donlon, Elaine McDonald, Anastasios Karakolidis & Christine McKeever. Understanding pre-service teachers’ improvement in professional practice: a quantitative perspective. Irish Educational Studies 0:0, pages 1-17.
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