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Maria Lindfors & Anders D. Olofsson. (2023) The search for professional digital competence in Swedish teacher education policy—A content analysis of the prerequisites for teacher educators’ dual didactic task. Cogent Education 10:2.
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Maria Assunção Flores. (2023) Why teacher education matters even more. European Journal of Teacher Education 46:5, pages 747-751.
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Mukti Clarence, P. D. Viju & Tony Sam George. (2022) The Jesuit educational mission in rural Chotanagpur, India: historical achievements and contemporary challenges. International Studies in Catholic Education 14:2, pages 114-127.
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Shoshana Steinberg & Michal Krumer-Nevo. (2022) Poverty-aware teacher education. European Journal of Teacher Education 45:2, pages 266-281.
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Maria Lindfors, Fanny Pettersson & Anders D. Olofsson. (2021) Conditions for professional digital competence: the teacher educators’ view. Education Inquiry 12:4, pages 390-409.
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Ping Wang. (2021) Too many constraints: five first-year EFL teachers’ professional identity construction. European Journal of Teacher Education 44:2, pages 180-199.
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Anna Maria Murdaca, Patrizia Oliva & Sebastiano Costa. (2018) Evaluating the perception of disability and the inclusive education of teachers: the Italian validation of the Sacie-R (Sentiments, Attitudes, and Concerns about Inclusive Education – Revised Scale). European Journal of Special Needs Education 33:1, pages 148-156.
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Alaster Scott Douglas. (2017) Extending the teacher educator role: developing tools for working with school mentors. Professional Development in Education 43:5, pages 841-859.
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Arwildayanto, Ikhfan Haris, Fory Armin Nawai, Nur Luthfi Ardhiani, Waode Eti Hardiyanti, Jumadi M.S. Tuasikal, Isnanto, Bambang Budi Wiyono & Rusdinal. (2023) Nurturing Pre-Service and In-Service Education as The Pathway to Fostering The Teacher Leadership Skills. Jurnal Penelitian dan Pengembangan Pendidikan 7:2, pages 294-305.
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Anders Persson & Mikael Berg. (2023) Relevant forskning för den reflekterande praktikern?. Pedagogisk forskning i Sverige 28:1-2, pages 165-170.
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Mahmut Serkan YAZICI & Damla CUMALI. (2022) SINIF ÖĞRETMENİ ADAYLARININ ÖZEL EĞİTİM UYGULAMA OKULUNDAKİ ÖĞRENCİLERLE OKUL DENEYİMİNE KATILMASININ ETKİLERİNE İLİŞKİN GÖRÜŞLERİN İNCELENMESİ. Trakya Eğitim Dergisi 12:2, pages 555-573.
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Sandra Eady. 2020. Teacher Preparation in Scotland. Teacher Preparation in Scotland
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George Grilis. (2019) Οι θεολόγοι απέναντι στις αλλαγές των Αναλυτικών Προγραμμάτων Σπουδών. Μία πανελλήνια έρευνα. / R.E. secondary teachers towards curriculum changes. Research on Greek R.E.. Ελληνική Περιοδική Έκδοση για τη Θρησκευτική Εκπαίδευση (ΕλΘΕ)/Greek Journal of Religious Education (GjRE) 2:2, pages 61-81.
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Eddie W.L. Cheng, Christina W.M. Yu, L.S. Sin & Carol S.M. Ma. (2018) Stakeholders’ roles in field experience: some empirical evidence. Journal of Applied Research in Higher Education 10:4, pages 556-569.
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Robert Gjedia & Meg P. Gardinier. (2018) Mentoring and teachers’ professional development in Albania. European Journal of Education 53:1, pages 102-117.
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