Citations (119)
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Mary Bair, David Bair, Rui Niu-Cooper & Nagnon Diarrassouba. (2024) Border Crossings: the Role of Narrative Storytelling in the Professional Identity Development of Faculty of Color. College Teaching 72:2, pages 82-89.
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Adrian D. Martin. (2024) Teacher Educator Identity as a Relational Ontology: An Inquiry of the Entangled Self. The Educational Forum 88:2, pages 186-201.
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Amanuel Yosief, Mohammed-Saleh Sulieman & Tecle Biede. (2024) Improving the practices of teacher educators through collaborative action research: challenges and hopes. Educational Action Research 32:2, pages 204-221.
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Fjolla Kaçaniku. (2023) Quality initial teacher education in the grip of teacher educator ‘academic tribes and territories’. Education Inquiry 0:0, pages 1-21.
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Gerry Czerniawski, Ainat Guberman, Ann MacPhail & Eline Vanassche. (2023) Identifying school-based teacher educators’ professional learning needs: an international survey. European Journal of Teacher Education 0:0, pages 1-16.
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Yueying Gong, Ann-Marie Young & Ann MacPhail. (2023) The complexity of professional identity: Chinese university teachers teaching in physical education teacher education (PETE) programmes. European Journal of Teacher Education 46:4, pages 707-726.
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Fatma Gümüşok & Gölge Seferoğlu. (2023) Developing new professional identities: from in-service teacher to in-service teacher educator. Journal of Education for Teaching 49:4, pages 680-694.
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Emma Rawlings Smith & Elizabeth A. C. Rushton. (2023) Geography teacher educators’ identity, roles and professional learning in a volatile, uncertain, complex and ambiguous world. International Research in Geographical and Environmental Education 32:3, pages 252-267.
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Wenting Chen. (2023) Investigating novice EFL writing teachers’ beliefs and practices concerning written corrective feedback across contexts: a case study from a complexity theory perspective. Language Awareness 32:3, pages 465-486.
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Markus Sebastian Feser & Inka Haak. (2023) Key features of teacher identity: a systematic meta-review study with special focus on teachers of science or science-related subjects. Studies in Science Education 59:2, pages 287-320.
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Leechin Heng. (2023) An upside-down research: a critical reflection of the inquiry process. International Journal of Inclusive Education 0:0, pages 1-11.
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Jennifer Jacobs. (2023) Preparing the Next Generation of Equity-Centered Teacher Educators: Considerations for a Pedagogy of Teacher Educator Education. Action in Teacher Education 45:2, pages 159-181.
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Jingjing Liang, Fiona Ell & Kane Meissel. (2023) Who do they think they are? Professional identity of Chinese university-based teacher educators. European Journal of Teacher Education 0:0, pages 1-21.
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Raimo Kaasila, Sonja Lutovac & Minna Uitto. (2023) Research on teacher educators’ teacher identities: critical interpretative synthesis and future directions. European Journal of Teacher Education 0:0, pages 1-20.
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Julio César Torres-Rocha. (2023) English Language Teacher Educators’ critical professional identity constructions and negotiations. Language and Intercultural Communication 23:1, pages 53-68.
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Rachel Farrell. (2023) The School–University Nexus and Degrees of Partnership in Initial Teacher Education. Irish Educational Studies 42:1, pages 21-38.
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Kirsti Marie Jegstad, Tove Anita Fiskum, Jessica Aspfors & Gunilla Eklund. (2022) Dichotomous and Multifaceted: Teacher Educators’ Understanding of Professional Knowledge in Research-based Teacher Education. Scandinavian Journal of Educational Research 66:6, pages 1005-1019.
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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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Smadar Donitsa-Schmidt & Rony Ramot. (2022) COVID-19 – a boundary crossing event for teacher educators. Journal of Education for Teaching 48:4, pages 407-423.
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Mohammad Aliakbari & Setayesh Sadeghi. (2022) The professional identity of the Iranian teachers: a case of professional practices. Teacher Development 26:3, pages 411-431.
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Hanna Posti-Ahokas, Khalid Idriss, Meriem Hassan & Sara Isotalo. (2022) Collaborative professional practice for strengthening teacher educator identities in Eritrea. Journal of Education for Teaching 48:3, pages 300-315.
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Leechin Heng, Kathleen Quinlivan & Rosemary du Plessis. (2022) Deconstructing initial teacher education: a critical approach. International Journal of Inclusive Education 26:6, pages 609-621.
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Awneet Sivia, Sheryl MacMath & Vandy Britton. (2022) Letting the Light In: A Collaborative Self-Study of Practicum Mentoring. Studying Teacher Education 18:2, pages 121-137.
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Karen Ramlackhan, Ann Cranston-Gingras, Nicholas Catania, Gordon Brobbey & Georgina Rivera-Singletary. (2022) Re(framing) identity: teacher educators’ experiences with marginalization. Higher Education Research & Development 41:3, pages 852-866.
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Hui-Chin Yeh & Leechin Heng. (2022) Rethinking the purposes of teacher education: an exploratory study of Aotearoa New Zealand and Taiwan. Oxford Review of Education 48:2, pages 201-217.
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Alison Hardy, Rowena Murray, Morag Thow & Michelle Smith. (2022) ‘So maybe I’m not such an imposter’: becoming an academic after a life as a teacher-practitioner. Higher Education Research & Development 41:1, pages 163-176.
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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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Claire Manton, Troy Heffernan, Alex Kostogriz & Terri Seddon. (2021) Australian school–university partnerships: the (dis)integrated work of teacher educators. Asia-Pacific Journal of Teacher Education 49:3, pages 334-346.
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Julie-Ann Sime & Chryssa Themelis. (2020) Educators’ perspectives on transmedia identity management: redefining tele-teacher presence. Distance Education 41:1, pages 70-85.
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Leechin Heng, Kathleen Quinlivan & Rosemary du Plessis. (2019) Exploring the creation of a new initial teacher education (ITE) programme underpinned by inclusion. International Journal of Inclusive Education 23:10, pages 1017-1031.
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Hong Zhang & Rui Yuan. (2019) Uncertain identities of non-higher-education-based EFL teacher educators: a third space theory perspective. Teachers and Teaching 25:7, pages 874-889.
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Kari Smith & Maria Assunção Flores. (2019) The Janus faced teacher educator. European Journal of Teacher Education 42:4, pages 433-446.
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Eline Vanassche, Warren Kidd & Jean Murray. (2019) Articulating, reclaiming and celebrating the professionalism of teacher educators in England. European Journal of Teacher Education 42:4, pages 478-491.
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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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Penny Amott. (2018) Identification – a process of self-knowing realised within narrative practices for teacher educators during times of transition. Professional Development in Education 44:4, pages 476-491.
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Tam T. Phuong, S. Catherine Cole & Jill Zarestky. (2018) A systematic literature review of faculty development for teacher educators. Higher Education Research & Development 37:2, pages 373-389.
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Khalil Motallebzadeh & Bahman Kazemi. (2018) The relationship between EFL teachers’ professional identity and their self-esteem. Cogent Education 5:1.
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Maria Assunção Flores. (2018) Tensions and possibilities in teacher educators’ roles and professional development. European Journal of Teacher Education 41:1, pages 1-3.
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Rui (Eric) Yuan. (2017) ‘This game is not easy to play’: a narrative inquiry into a novice EFL teacher educator’s research and publishing experiences. Professional Development in Education 43:3, pages 474-491.
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Thea van Lankveld, Judith Schoonenboom, Monique Volman, Gerda Croiset & Jos Beishuizen. (2017) Developing a teacher identity in the university context: a systematic review of the literature. Higher Education Research & Development 36:2, pages 325-342.
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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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Maria Assunção Flores. (2017) The complexities and challenges of be(com)ing a teacher and a teacher educator. European Journal of Teacher Education 40:1, pages 2-5.
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Kay Livingston & Maria Assunção Flores. (2017) Looking back, looking forward: fortieth volume of the European Journal of Teacher Education
. European Journal of Teacher Education 40:1, pages I-IV.
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Katarina Tuinamuana. (2016) The work of the teacher-educator in Australia: Reconstructing the “superhero” performer/academic in an audit culture. Asia-Pacific Journal of Teacher Education 44:4, pages 333-347.
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Alexandra C. Gunn, Mary F. Hill, David Berg & Mavis Haigh. (2016) The changing work of teacher educators in Aotearoa New Zealand: a view through activity theory. Asia-Pacific Journal of Teacher Education 44:4, pages 306-319.
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Rui Yuan. (2016) Understanding higher education-based teacher educators’ identities in Hong Kong: a sociocultural linguistic perspective. Asia-Pacific Journal of Teacher Education 44:4, pages 379-400.
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Saeed Rokooei, Alireza Shojaei & Reachsak Ly. Faculty development program to enhance teaching quality in construction. International Journal of Construction Management 0:0, pages 1-10.
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Marlene Wagner, Tobias Ley, Lydia Kammerer & Christoph Helm. Exploring teacher educators’ challenges in the context of digital transformation and their self-reported TPACK: a mixed methods study. European Journal of Teacher Education 0:0, pages 1-19.
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Ola Strandler. Lost in translation – production, reproduction and transformation of teacher education knowledge in teacher educators’ local practices. European Journal of Teacher Education 0:0, pages 1-17.
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