Citations (19)
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Henrik Lindqvist, Maria Weurlander, Annika Wernerson & Robert Thornberg. (2023) The emotional journey of the beginning teacher: Phases and coping strategies. Research Papers in Education 38:4, pages 615-635.
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Laura Cañadas. (2023) Contribution of formative assessment for developing teaching competences in teacher education. European Journal of Teacher Education 46:3, pages 516-532.
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Aoife Neary. (2020) Critical imaginaries of empathy in teaching and learning about diversity in teacher education. Teaching Education 31:4, pages 444-458.
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Aisling Leavy & Mairead Hourigan. (2018) The beliefs of ‘Tomorrow's Teachers’ about mathematics: precipitating change in beliefs as a result of participation in an Initial Teacher Education programme. International Journal of Mathematical Education in Science and Technology 49:5, pages 759-777.
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Dan O’Sullivan & Paul F. Conway. (2016) Underwhelmed and playing it safe: newly qualified primary teachers’ mentoring and probationary-related experiences during induction. Irish Educational Studies 35:4, pages 403-420.
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Tim Fletcher & Clare Kosnik. (2016) Pre-service primary teachers negotiating physical education identities during the practicum. Education 3-13 44:5, pages 556-565.
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Mairéad Hourigan, Aisling M. Leavy & Claire Carroll. (2016) ‘Come in with an open mind’: changing attitudes towards mathematics in primary teacher education. Educational Research 58:3, pages 319-346.
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Articles from other publishers (12)
Niki Tsangaridou, Charalambos Y Charalambous & Ermis Kyriakides. (2023) Preservice classroom teachers’ views and experiences of teaching physical education: Does taking a physical education specialization matter?. European Physical Education Review 30:2, pages 265-282.
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Maoyu ZhangShengbao TianYanru WangBin FuChuanxiong Zhang, Shuqin Zheng & Ruinian Jiang. (2024) Investigation on Wind-Induced Structural Damage and Preventive Measures of Low-Rise Buildings in Coastal Areas. Applied Mathematics and Nonlinear Sciences 9:1.
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Maoyu ZhangYanru WangRuige LiRuinian Jiang. (2024) The Effect of the Concrete Structure Design Course Based on Formative Assessment. Applied Mathematics and Nonlinear Sciences 9:1.
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Eduardo Encabo-Fernández, Marina Maestre-Espinosa, Isabel Jerez-Martínez & Lourdes Hernández-Delgado. (2023) Sustainable Teacher Training and SDGs Knowledge: A Study from the Reading Perspective. Education Sciences 13:7, pages 663.
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Laura Cañadas, María Luisa Santos-Pastor & Patricia Ruiz Bravo. (2021) Percepción del impacto de la evaluación formativa en las competencias profesionales durante la formación inicial del profesorado. Revista Electrónica de Investigación Educativa 23, pages 1-13.
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Selina McCoy & Aoife M. Lynam. (2020) Video-based self-reflection among pre-service teachers in Ireland: A qualitative study. Education and Information Technologies 26:1, pages 921-944.
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Manolis Adamakis & Aspasia Dania. (2019) Are pre-service teachers’ beliefs toward curricular outcomes challenged by teaching methods modules and school placement? Evidence from three Greek physical education faculties. European Physical Education Review 26:4, pages 729-746.
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Jan-Erik Romar & Magnus Ferry. (2020) The Influence of a Methods Course in Physical Education on Preservice Classroom Teachers’ Acquisition of Practical Knowledge. Journal of Teaching in Physical Education 39:3, pages 374-383.
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Víctor Revilla-Cuesta, Marta Skaf, Juan Manuel Manso & Vanesa Ortega-López. (2020) Student Perceptions of Formative Assessment and Cooperative Work on a Technical Engineering Course. Sustainability 12:11, pages 4569.
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Dominique Banville, Ben Dyson, Pamela H Kulinna & Michalis Stylianou. (2019) Classroom teachers’ and administrators’ views of teaching health and physical education. European Physical Education Review 26:2, pages 448-464.
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Maura Coulter, Fintina Kealey, Sarah Louise Langan, John McGarvey & Serena Padden. (2019) Seeing is believing: Primary generalist pre-service teachers’ observations of physical education lessons in Ireland and Switzerland. European Physical Education Review 26:1, pages 159-178.
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Katy Arnett & Callie Mady. (2019) THE INFLUENCE OF CLASSROOM EXPERIENCE ON TEACHER BELIEF SYSTEMS: NEW FRENCH SECOND LANGUAGE TEACHERS’ BELIEFS ABOUT PROGRAM OPTIONS FOR ENGLISH LANGUAGE LEARNERS AND STUDENTS WITH LEARNING DIFFICULTIES. McGill Journal of Education 53:3.
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