Citations (32)
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Alison Glover & Steven Hutchinson. (2023) Delivering education reform in Wales: a flexible route into teaching. Education Inquiry 14:4, pages 442-457.
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Adeline Yuen Sze Goh. (2021) Learning cultures: understanding learning in a school-university partnership. Oxford Review of Education 47:3, pages 285-300.
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Sylvia Y. F. Tang, Angel K. Y. Wong, Dora D.Y. Li & May M. H. Cheng. (2021) Re-conceptualising professional competence development of student teachers in initial teacher education. Research Papers in Education 36:2, pages 152-175.
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Robert Woore, Trevor Mutton & Laura Molway. (2020) ‘It’s definitely part of who I am in the role’. Developing teachers’ research engagement through a subject-specific Master’s programme. Teacher Development 24:1, pages 88-107.
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Sylvia Y. F. Tang, Angel K. Y. Wong, Dora D.Y. Li & May M. H. Cheng. (2019) Examining student teachers’ engagement with the theory-practice link in initial teacher education. Journal of Education for Teaching 45:2, pages 123-139.
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Han Leeferink, Maaike Koopman, Douwe Beijaard & Gonny, L. M. Schellings. (2019) Overarching professional identity themes in student teacher workplace learning. Teachers and Teaching 25:1, pages 69-89.
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Rupert Knight. (2017) The subject and the setting: re-imagining opportunities for primary teachers’ subject knowledge development on school-based teacher education courses. Teachers and Teaching 23:7, pages 843-858.
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Carol Evans, Michael Waring & Andri Christodoulou. (2017) Building teachers’ research literacy: integrating practice and research. Research Papers in Education 32:4, pages 403-423.
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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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Alison Jackson & James Burch. (2016) School Direct, a policy for initial teacher training in England: plotting a principled pedagogical path through a changing landscape. Professional Development in Education 42:4, pages 511-526.
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Sylvia Y.F. Tang, May M.H. Cheng & Annie Y.N. Cheng. (2014) Shifts in teaching motivation and sense of self-as-teacher in initial teacher education. Educational Review 66:4, pages 465-481.
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Maaike D. Endedijk, Jan D. Vermunt, Paulien C. Meijer & Mieke Brekelmans. (2014) Students' development in self-regulated learning in postgraduate professional education: a longitudinal study. Studies in Higher Education 39:7, pages 1116-1138.
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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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May M.H. Cheng, Sylvia Y.F. Tang & Annie Y.N. Cheng. (2014) Differences in pedagogical understanding among student–teachers in a four-year initial teacher education programme. Teachers and Teaching 20:2, pages 152-169.
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Scott Douglas. (2012) Capturing the object of initial teacher education by studying tools‐in‐use in four school subject departments. Research Papers in Education 27:3, pages 285-302.
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Kathy Hall, PaulF. Conway, Rosaleen Murphy, Fiachra Long, Karl Kitching & Dan O'Sullivan. (2012) Authoring oneself and being authored as a competent teacher. Irish Educational Studies 31:2, pages 103-117.
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Hazel Hagger, Trevor Mutton & Katharine Burn. (2011) Surprising but not shocking: The reality of the first year of teaching. Cambridge Journal of Education 41:4, pages 387-405.
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Trevor Mutton, Hazel Hagger & Katharine Burn. (2011) Learning to plan, planning to learn: the developing expertise of beginning teachers. Teachers and Teaching 17:4, pages 399-416.
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Carol Evans & Michael Waring. (2011) Exploring students' perceptions of feedback in relation to cognitive styles and culture. Research Papers in Education 26:2, pages 171-190.
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Katharine Burn, Trevor Mutton & Hazel Hagger. (2010) Strengthening and sustaining professional learning in the second year of teaching. Oxford Review of Education 36:6, pages 639-659.
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Articles from other publishers (12)
Rocío García-Carrión & Eugenia Allotey. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Martin Hagan. (2022) Learning in the Practicum: Shaping Professional Identity in Initial Teacher Education. Kwartalnik Pedagogiczny:66/4, pages 11-31.
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Jenny Gilbert & Simon Pratt-AdamsJenny Gilbert & Simon Pratt-Adams. 2022. Soft Systems Methodology in Education. Soft Systems Methodology in Education
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Helen Hendry. (2019) Becoming a teacher of early reading: charting the knowledge and practices of pre‐service and newly qualified teachers. Literacy 54:1, pages 58-69.
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Lais Oliveira Leite, Sari Havu-Nuutinen & Calkin Suero Montero. (2018) Integrating Computing Education to Teacher Education. Integrating Computing Education to Teacher Education.
Margaret McAllister, Cathie Withyman & Bruce Allen Knight. (2018) Facilitation as a vital skill in mental health promotion: findings from a mixed methods evaluation. The Journal of Mental Health Training, Education and Practice 13:4, pages 238-247.
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Han Leeferink, Maaike Koopman, Douwe Beijaard & Evelien Ketelaar. (2015) Unraveling the Complexity of Student Teachers’ Learning in and From the Workplace. Journal of Teacher Education 66:4, pages 334-348.
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Carol Evans. (2013) Making Sense of Assessment Feedback in Higher Education. Review of Educational Research 83:1, pages 70-120.
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Larike H. Bronkhorst, Paulien C. Meijer, Bob Koster & Jan D. Vermunt. (2011) Fostering meaning-oriented learning and deliberate practice in teacher education. Teaching and Teacher Education 27:7, pages 1120-1130.
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Carol Evans & Michael Waring. (2011) How can an understanding of cognitive style enable trainee teachers to have a better understanding of differentiation in the classroom?. Educational Research for Policy and Practice 10:3, pages 149-169.
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