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Irish Educational Studies Volume 28, 2009 - Issue 2
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Original Articles

Key elements in a positive practicum: insights from Australian post-primary pre-service teachers

Janet Moody University of Limerick, Limerick, Republic of IrelandCorrespondence[email protected]
Pages 155-175 | Published online: 08 Jun 2009

Citations (28)

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Read on this site (15)

Eamonn Mitchell, Ann Marie Young, Michaela Hayes & Derbhile de Paor. (2023) A moral madness between policy and practice in the caring role of the cooperating teacher in school placement in Ireland. European Journal of Teacher Education 0:0, pages 1-17.
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Kerry Holman & Tanya Richardson. (2021) Perceptions of placement experiences of Early Childhood Studies students: the fluency of knowledge and skills. Journal of Further and Higher Education 45:3, pages 324-336.
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Moeniera Moosa & Lauren Rembach. (2020) Encounters with mentor teachers: first-year students’ experiences on teaching practice. Mentoring & Tutoring: Partnership in Learning 28:5, pages 536-555.
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Gloria Quinones, Corine Rivalland & Hilary Monk. (2020) Mentoring positioning: perspectives of early childhood mentor teachers. Asia-Pacific Journal of Teacher Education 48:4, pages 338-354.
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Christina Gray, Peter Wright & Robin Pascoe. (2019) “They made me feel like a teacher rather than a praccie”: sinking or swimming in pre-service drama education. Asia-Pacific Journal of Teacher Education 47:2, pages 193-207.
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Enda Donlon. (2019) The use of a custom-built online environment for communication with and support of student-teachers during school placement. Teaching Education 30:1, pages 1-15.
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Emmanuel O’Grady, Liam Guilfoyle & Oliver McGarr. (2018) “Biting one’s lip” and “distancing”: exploring pre-service teachers’ strategies in dysfunctional professional relationships. Asia-Pacific Journal of Teacher Education 46:4, pages 369-383.
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Alison Sewell, Tracey-Lynne Cody, Kama Weir & Sally Hansen. (2018) Innovations at the boundary: an exploratory case study of a New Zealand school-university partnership in initial teacher education. Asia-Pacific Journal of Teacher Education 46:4, pages 321-339.
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David H. Johnston. (2016) ‘Sitting alone in the staffroom contemplating my future’: communities of practice, legitimate peripheral participation and student teachers’ experiences of problematic school placements as guests. Cambridge Journal of Education 46:4, pages 533-551.
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Ann-Marie Young & Ann MacPhail. (2016) Cultivating relationships with school placement stakeholders: the perspective of the cooperating teacher. European Journal of Teacher Education 39:3, pages 287-301.
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Hugh Busher, Müge Gündüz, Melek Cakmak & Tony Lawson. (2015) Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study. Compare: A Journal of Comparative and International Education 45:3, pages 445-466.
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Susanne Garvis & Narelle Lemon. (2015) Enhancing the Australian early childhood teacher education curriculum about very young children. Early Child Development and Care 185:4, pages 547-561.
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Ann-Marie Young, Amy O'Neill & Geraldine Mooney Simmie. (2015) Partnership in learning between university and school: evidence from a researcher-in-residence. Irish Educational Studies 34:1, pages 25-42.
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Liz Rouse, Anne-Marie Morrissey & Mohammadali Rahimi. (2012) Problematic placement: pathways pre-service teachers’ perspectives on their infant/toddler placement. Early Years 32:1, pages 87-98.
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Raymond Lynch, Niall Seery & Seamus Gordon. (2011) Student interests and undergraduate performance: the importance of student–course alignment. Irish Educational Studies 30:3, pages 345-363.
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Articles from other publishers (13)

Eva Liesa, Paula Mayoral, Mireia Giralt-Romeu & Salvador Angulo. (2023) Video-Based Feedback for Collaborative Reflection among Mentors, University Tutors and Students. Education Sciences 13:9, pages 879.
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Hülya GÜLAY OGELMAN, Betül SARI, Dervişe AMCA TOKLU & Leyla FETİHİ. (2023) Okul Öncesi Öğretmen Adaylarının Mesleği Tercih Nedenlerinin Gelecekten Beklentileri Üzerindeki Yordayıcı Etkilerinin İncelenmesiInvestigation of Predictive Effects of Preschool Teacher Candidates’ Reasons for Preferring the Teaching Profession on Their Expectations for the Future. Eğitim ve Yeni Yaklaşımlar Dergisi 6:1, pages 16-32.
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Marcus Witt, Fay Lewis & Ben Knight. (2022) ‘I wasn't worried because I wasn't being judged’: The development of pre-service teacher professional capital, pedagogical instinct and discretionary judgement during an overseas teaching placement. Teaching and Teacher Education 112, pages 103642.
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Durmuş Burak & Ahmet Simsar. (2022) THE PREFERRED MENTORING ATTRIBUTES AND PRACTICES FOR EFFECTIVE SCIENCE TEACHING. Journal of Baltic Science Education 21:1, pages 7-25.
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Penny Lamb & Graham King. (2021) Developing the practice of pre-service physical education teachers through a dyad model of lesson study. European Physical Education Review 27:4, pages 944-960.
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Isabel Silva Lorente, Carmen Teresa Casares Guillén, Cristina Escribano Barreno & Carmen Prado Novoa. (2021) Prácticum de Psicología durante la COVID-19: satisfacción y nuevas propuestas. Revista Practicum 6:1, pages 75-94.
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Cherry Zin Oo, Dennis Alonzo & Chris Davison. (2021) Pre-service Teachers’ Decision-Making and Classroom Assessment Practices. Frontiers in Education 6.
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Cato R.P. Bjørndal. (2020) Student teachers’ responses to critical mentor feedback: A study of face-saving strategies in teaching placements. Teaching and Teacher Education 91, pages 103047.
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Susanne Garvis & Sonja Sheridan. 2017. Service Learning as Pedagogy in Early Childhood Education. Service Learning as Pedagogy in Early Childhood Education 33 45 .
Ann-Marie Young & Ann MacPhail. (2014) ‘Standing on the periphery’. European Physical Education Review 21:2, pages 222-237.
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Penny Lamb, Kathleen Lane & David Aldous. (2012) Enhancing the spaces of reflection. European Physical Education Review 19:1, pages 21-38.
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Rosalind Latiner Raby. (2010) Comparative and International Education: A Bibliography (2009). Comparative Education Review 54:S1, pages S1-S132.
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Morshed Al-Jaro & Adelina Asmawi. (2019) An EFL Teacher Education Programme: Issues and Concerns from a Yemeni University. SSRN Electronic Journal.
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