Citations (32)
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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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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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Emine Gümüş & Mehmet Şükrü Bellibaş. (2023) The relationship between the types of professional development activities teachers participate in and their self-efficacy: a multi-country analysis. European Journal of Teacher Education 46:1, pages 67-94.
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Yueying Gong, Ann MacPhail & Ainat Guberman. (2023) Professional learning and development needs of Chinese university-based physical education teacher educators. European Journal of Teacher Education 46:1, pages 154-170.
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Shenji Zhou & Huan Song. (2022) Exploring teacher educators’ post-pandemic intention to teach online in mainland China: the social cognitive career theory perspective. Journal of Education for Teaching 48:4, pages 424-440.
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Yueying Gong, Ann MacPhail & Annmarie Young. (2021) Chinese higher education-based physical education teacher educators’ professional learning needs for involvement in research activities. Professional Development in Education 0:0, pages 1-17.
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Linda Clarke, Conor Galvin, Maria Campbell, Pamela Cowan, Kathy Hall, Geraldine Magennis, Teresa O’Doherty, Noel Purdy & Lesley Abbott. (2021) Assessing the value of SCOTENS as a cross-border professional learning network in Ireland using the Wenger–Trayner value-creation framework. Oxford Review of Education 47:1, pages 79-97.
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Birgitte Malm. (2020) On the complexities of educating student teachers: teacher educators’ views on contemporary challenges to their profession. Journal of Education for Teaching 46:3, pages 351-364.
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Peter Mesker, Hartger Wassink & Cok Bakker. (2018) Experiential continuity: how newly qualified teachers’ past international teaching experiences influence their current personal interpretative framework. Professional Development in Education 44:3, pages 444-459.
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Jinhee Kim, Su-Jeong Wee & Kyoung Jin Kim. (2018) Walking the Roads as Immigrant Mothers and Teacher Educators: A Collaborative Self-Study of Three Korean Immigrant Early Childhood Educators. Studying Teacher Education 14:1, pages 22-38.
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Mary Clare Relihan & Richard O'Donovan. (2024) Putting the cart behind the horse: conceptualising the “emotionality” of mentoring in initial teacher education. International Journal of Mentoring and Coaching in Education.
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Yilmaz Soysal & Somayyeh Soysal. (2023) The Art of Asking Good Questions in the Classroom: A Phenomenographic Study of Teacher Educators’ Recommendations. ECNU Review of Education.
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Jeremy Koay. (2023) Self-directed professional development activities: An autoethnography. Teaching and Teacher Education 133, pages 104258.
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Lianne M. Loosveld, Erik W. Driessen, Mattias Theys, Pascal W. M. Van Gerven & Eline Vanassche. (2023) Combining Support and Assessment in Health Professions Education: Mentors’ and Mentees’ Experiences in a Programmatic Assessment Context. Perspectives on Medical Education 12:1.
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Geert Kelchtermans. 2023. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
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Eline Vanassche. (2022) Four propositions on how to conceptualize, research, and develop teacher educator professionalism. Frontiers in Education 7.
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Lianne M. Loosveld, Erik W. Driessen, Eline Vanassche, Anthony R. ArtinoJrJr & Pascal W. M. Van Gerven. (2022) Mentoring is in the ‘I’ of the beholder: supporting mentors in reflecting on their actual and preferred way of mentoring. BMC Medical Education 22:1.
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Matthew Nall & Behzad Mansouri. (2022) LANGUAGE TEACHER EDUCATOR IDENTITYGaryBarkhuizenCambridge University Press. ISBN: 978‐11088‐1266‐5. Price USD 20.00 (paperback), USD $16.00 (e‐book). 92 pp.. TESOL Journal 13:2.
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Eline E.W. Belgraver, Remco Coppoolse, Lia van Doorn & Cok Bakker. (2022) The personal dimension of allied health professional identity: A scoping review in health sciences literature / Die persönliche Dimension der beruflichen Identität von Gesundheitsfachkräften: ein Scoping-Review in der gesundheitswissenschaftlichen Literatur. International Journal of Health Professions 9:1, pages 39-58.
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Geert Kelchtermans. 2020. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
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Lianne M. Loosveld, Pascal W. M. Van Gerven, Erik W. Driessen, Eline Vanassche & Anthony R. ArtinoJrJr. (2021) MERIT: a mentor reflection instrument for identifying the personal interpretative framework. BMC Medical Education 21:1.
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Eric Richter, Rebecca Lazarides & Dirk Richter. (2021) Four reasons for becoming a teacher educator: A large-scale study on teacher educators’ motives and well-being. Teaching and Teacher Education 102, pages 103322.
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Gary Barkhuizen. 2021. Language Teacher Educator Identity. Language Teacher Educator Identity.
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Lianne M. LoosveldPascal W.M. Van GervenEline VanasscheErik W. Driessen. (2020) Mentors’ Beliefs About Their Roles in Health Care Education: A Qualitative Study of Mentors’ Personal Interpretative Framework. Academic Medicine 95:10, pages 1600-1606.
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Yılmaz Soysal & Somayyeh Radmard. (2019) Research Into Teacher Educators’ Discursive Moves: A Vygotskian Perspective. Journal of Education 200:1, pages 32-47.
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Eline Vanassche & Amanda Berry. 2020. International Handbook of Self-Study of Teaching and Teacher Education Practices. International Handbook of Self-Study of Teaching and Teacher Education Practices
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Ilich Silva-Peña, Geert Kelchtermans, Jorge Valenzuela, Andrea Precht, Carla Muñoz & Gustavo González-García. (2019) ALFABETIZACIÓN MICROPOLÍTICA: UN DESAFÍO PARA LA FORMACIÓN INICIAL DOCENTE. Educação & Sociedade 40.
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Sou-Kuan Vong & Xiaomeng Wu. 2019. English Literacy Instruction for Chinese Speakers. English Literacy Instruction for Chinese Speakers
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