Citations (11)
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A. Lin Goodwin. (2021) Teaching standards, globalisation, and conceptions of teacher professionalism. European Journal of Teacher Education 44:1, pages 5-19.
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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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Gerry Czerniawski. (2011) Emerging teachers–emerging identities: trust and accountability in the construction of newly qualified teachers in Norway, Germany, and England. European Journal of Teacher Education 34:4, pages 431-447.
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Roy Katyal. (2011) Gate-keeping and the ambiguities in the nature of ‘informed consent’ in Confucian societies. International Journal of Research & Method in Education 34:2, pages 147-159.
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James Avis, Roy Canning, Roy Fisher, Brenda Morgan‐Klein & Robin Simmons. (2011) Vocational education teacher training in Scotland and England: policy and practice. Journal of Vocational Education & Training 63:2, pages 115-127.
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Articles from other publishers (6)
Denise MifsudDenise Mifsud. 2018. Professional Identities in Initial Teacher Education. Professional Identities in Initial Teacher Education
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Peter Davies, Mark Connolly, James Nelson, Moira Hulme, John Kirkman & Celia Greenway. (2016) ‘Letting the right one in’: Provider contexts for recruitment to initial teacher education in the United Kingdom. Teaching and Teacher Education 60, pages 291-302.
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Sylvia Y. F. Tang. (2014) The Creeping of Neo-Liberal Influences into Teacher Education Policy: The Case of Hong Kong. The Asia-Pacific Education Researcher 24:2, pages 271-282.
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Mark Bray & Kai Jiang. 2014. Comparative Education Research. Comparative Education Research
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Gerry Czerniawski. (2012) Repositioning trust: a challenge to inauthentic neoliberal uses of pupil voice. Management in Education 26:3, pages 130-139.
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Olivier Bégin-Caouette. (2012) The internationalization of in-service teacher training in Québec cégeps and their foreign partners: An institutional perspective. PROSPECTS 42:1, pages 91-112.
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