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Yenny Hinostroza-Paredes, Helena Hinke Dobrochinski Candido & Janne Säntti. (2024) Chilean and Finnish university-based teacher educators’ agentic approaches to academic career path development. Higher Education Research & Development 43:2, pages 315-331.
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Lourdes Meroño, Antonio Calderón & José L. Arias-Estero. (2023) Teachers’ professional development needs: a critical analysis of TALIS through structural equation modelling. European Journal of Teacher Education 0:0, pages 1-20.
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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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Ufuk Ataş, Ayşegül Daloğlu & Raili K. Hildén. (2023) Teacher educators in Finland and Turkey: their roles, knowledge base, and professional development profiles. European Journal of Teacher Education 46:4, pages 727-745.
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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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Mats Hordvik, Tim Fletcher, Anders Lund Haugen, Berit Engebretsen & Lasse Møller. (2023) Using the metaphor of orchestration to make sense of facilitating teacher educator professional development. European Journal of Teacher Education 46:3, pages 417-434.
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Tess Bernhard. (2023) Science Teacher Educators’ Visions and Evaluations of Expertise in NGSS-Aligned Instruction Across Institutions. Journal of Science Teacher Education 34:4, pages 369-390.
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Tim Fletcher & Mats Melvold Hordvik. (2023) Emotions and pedagogical change in physical education teacher education: a collaborative self-study. Sport, Education and Society 28:4, pages 381-394.
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Hanne Tack, Ainat Guberman, Ann MacPhail & Ruben Vanderlinde. (2023) Higher education-based teacher educators’ researcherly disposition: An international perspective. European Journal of Teacher Education 0:0, pages 1-13.
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Chunmei Yan, Chuanjun He, Xinjie Guo & Jianyang Wang. (2023) Plateauing of Chinese female mid-career EFL teacher educators at regional teacher education universities. Professional Development in Education 49:2, pages 297-308.
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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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Nga Huynh Hong Ngo & Sue Cherrington. (2023) Employing the lens of andragogy theory to understand Vietnamese tertiary EFL lecturers’ perceived needs for professional development (PD). Studies in the Education of Adults 55:1, pages 161-176.
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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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Katriina Maaranen, Katariina Stenberg, Sara Sintonen, Heikki Kynäslahti, Riitta Jyrhämä & Reijo Byman. (2023) University faculty leaders’ views of teacher educators’ professional development. Journal of Education for Teaching 49:1, pages 21-36.
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Kari Smith. (2022) Balancing teacher educators’ researcherly and pedagogical dispositions – an example from Norway. Asia-Pacific Journal of Teacher Education 50:4, pages 328-342.
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Ainat Guberman & Ruth Zuzovsky. (2022) The contribution of research units to research culture in Israeli teacher education colleges from unit members’ perspective. Asia-Pacific Journal of Teacher Education 50:4, pages 357-371.
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Tijmen M. Schipper, T. Martijn Willemse & Sui L. Goei. (2022) Supporting teacher educators’ professional learning through lesson study. Journal of Education for Teaching 48:3, pages 316-331.
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Elizabeth White, Miranda Timmermans & Claire Dickerson. (2022) Learning from professional challenges identified by school and institute-based teacher educators within the context of school–university partnership. European Journal of Teacher Education 45:2, pages 282-298.
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Sonja M. Mork, Ellen K. Henriksen, Berit S. Haug, Doris Jorde & Merethe Frøyland. (2021) Defining knowledge domains for science teacher educators. International Journal of Science Education 43:18, pages 3018-3034.
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Mary Gutman & Izhar Oplatka. (2021) “Maintaining the image of a desired teacher”: major issues of late-career senior teacher educators. Educational Studies 47:5, pages 538-553.
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Reijo Byman, Riitta Jyrhämä, Katariina Stenberg, Katriina Maaranen, Sara Sintonen & Heikki Kynäslahti. (2021) Finnish teacher educators’ preferences for their professional development – quantitative exploration. European Journal of Teacher Education 44:4, pages 432-451.
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Ainat Guberman, Marit Ulvik, Ann MacPhail & Helma Oolbekkink-Marchand. (2021) Teacher educators’ professional trajectories: evidence from Ireland, Israel, Norway and the Netherlands. European Journal of Teacher Education 44:4, pages 468-485.
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Orit Avidov-Ungar, Ainat Guberman, Orit Dahan & Ruth Serlin. (2021) Professional communities of teacher educators: the characteristics that promote their success. International Journal of Leadership in Education 24:4, pages 491-512.
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Cui Ping, Gonny Schellings, Douwe Beijaard & Juyan Ye. (2021) Teacher educators’ professional learning: perceptions of Dutch and Chinese teacher educators. Asia-Pacific Journal of Teacher Education 49:3, pages 262-281.
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Mary Gutman. (2021) From teacher to senior teacher educator: exploring the teaching-research nexus in Israeli Academic Colleges of Education. Journal of Education for Teaching 47:3, pages 439-453.
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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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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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Annemari Munk Svendsen. (2020) A mountain too high to climb? An exploratory study of perceived barriers to mobilisation of research literature into physical education teacher education experienced by a group of Danish PE teacher educators. Sport, Education and Society 25:3, pages 305-317.
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Katriina Maaranen, Heikki Kynäslahti, Reijo Byman, Sara Sintonen & Riitta Jyrhämä. (2020) ‘Do you mean besides researching and studying?’ Finnish teacher educators’ views on their professional development. Professional Development in Education 46:1, pages 35-48.
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Ann MacPhail, Marit Ulvik, Ainat Guberman, Gerry Czerniawski, Helma Oolbekkink-Marchand & Yvonne Bain. (2019) The professional development of higher education-based teacher educators: needs and realities. Professional Development in Education 45:5, pages 848-861.
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Juyan Ye, Xudong Zhu & Leslie N. K. Lo. (2019) Reform of teacher education in China: a survey of policies for systemic change. Teachers and Teaching 25:7, pages 757-781.
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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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Ann MacPhail & Mary O’Sullivan. (2019) Challenges for Irish teacher educators in being active users and producers of research. European Journal of Teacher Education 42:4, pages 492-506.
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Hanne Tack & Ruben Vanderlinde. (2019) Capturing the relations between teacher educators’ opportunities for professional growth, work pressure, work related basic needs satisfaction, and teacher educators’ researcherly disposition. European Journal of Teacher Education 42:4, pages 459-477.
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Ainat Guberman & Oded Mcdossi. (2019) Israeli teacher educators’ perceptions of their professional development paths in teaching, research and institutional leadership. European Journal of Teacher Education 42:4, pages 507-522.
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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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Katriina Maaranen, Heikki Kynäslahti, Reijo Byman, Riitta Jyrhämä & Sara Sintonen. (2019) Teacher education matters: Finnish teacher educators’ concerns, beliefs, and values. European Journal of Teacher Education 42:2, pages 211-227.
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Hilde Wågsås Afdal. (2019) The promises and limitations of international comparative research on teacher education. European Journal of Teacher Education 42:2, pages 258-275.
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Simone White. (2019) Teacher educators for new times? Redefining an important occupational group. Journal of Education for Teaching 45:2, pages 200-213.
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Gerry Czerniawski, Donald Gray, Ann MacPhail, Yvonne Bain, Paul Conway & Ainat Guberman. (2018) The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland. Journal of Education for Teaching 44:2, pages 133-148.
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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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Hanne Tack, Martin Valcke, Isabel Rots, Katrien Struyven & Ruben Vanderlinde. (2018) Uncovering a hidden professional agenda for teacher educators: A mixed method study on Flemish teacher educators and their professional development. European Journal of Teacher Education 41:1, pages 86-104.
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Kari Smith. (2017) Learning from the past to shape the future. European Journal of Teacher Education 40:5, pages 630-646.
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Francesc Buscà Donet, Alba Ambròs Pallares & Sílvia Burset Burillo. (2017) Bibliometric characteristics of articles on key competences indexed in ERIC from 1990 to 2013. European Journal of Teacher Education 40:2, pages 144-156.
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