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Journal of Early Childhood Teacher Education Volume 43, 2022 - Issue 1
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Research Article

Student teachers’ professional development: early practice and horizontal networks as ways to bridge the theory-practice gap

Katarina RibaeusDepartment of Educational Studies, Karlstad University, Karlstad, SwedenCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-7905-0822
ORCID Icon,
Ann-Britt EnochssonDepartment of Educational Studies, Karlstad University, Karlstad, SwedenORCID Iconhttps://orcid.org/0000-0001-7214-1716
ORCID Icon &
Annica Löfdahl HultmanDepartment of Educational Studies, Karlstad University, Karlstad, SwedenORCID Iconhttps://orcid.org/0000-0001-8510-5546
ORCID Icon
Pages 2-16 | Received 01 Nov 2018, Accepted 24 Jun 2020, Published online: 13 Aug 2020

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Heidi Chydenius, Tuulikki Ukkonen-Mikkola & Elina Fonsén. (2023) Supervisory discussions during the early childhood education and care student teacher practicum period – the cultural scripts, phases and discourses. Early Years 0:0, pages 1-15.
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Linda Martin & Thalia Mulvihill. (2023) Voices in Education: Successful Professional Development for Educators: What Does It Look Like and Who Should Be Involved?. The Teacher Educator 58:1, pages 1-14.
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Karin Forsling. (2022) Cooperation for developing digital competence in preschool – Challenges for teacher education – students – practicum preschools. Cogent Education 9:1.
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Arttu Mykkänen, Päivi Kupila & Asko Pekkarinen. (2022) Impact of students’ prior work experiences on their perceptions of practicums as support for their professional development. European Early Childhood Education Research Journal 30:5, pages 686-700.
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David Morrison-Love & Fiona Patrick. (2022) Supporting student teachers to integrate theory, research, and practice: developing the Adaptive Subject Pedagogy Model. Research in Science & Technological Education 0:0, pages 1-23.
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Allison Briceño & Emily Zoeller. (2022) “Subestimamos las habilidades de los estudiantes:” Bilingual teacher candidates building on multilingual assets. Bilingual Research Journal 45:1, pages 8-25.
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Articles from other publishers (4)

Julia Rodríguez-Carrillo, Rosario Mérida-Serrano & Mª Elena González Alfaya. (2022) Educación infantil y calidad docente. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico, pages 1-19.
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Madeleine Brodin Olsson & Anne Kultti. (2022) Förskollärares ledarskap som ett kunskapsfält i behov av begreppsliga resurser i förskoleverksamhet, utbildning och forskning. Educare:4, pages 72-99.
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Insun Lee, Jongwon Park & Hye-Gyong Yoon. (2022) SCIENCE TEACHERS’ THEORY-BASED TEACHING: CONNECTING A LEARNING CYCLE MODEL TO A LESSON PLAN. Journal of Baltic Science Education 21:3, pages 462-480.
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Ufuk ATAŞ. (2022) A Qualitative Exploration into Beliefs of Pre-service EFL Teachers about School ExperienceYabancı Dil Olarak İngilizce Öğretmeni Adaylarının Okul Deneyimine Yönelik İnançlarının Nitel Bir İncelemesi. Bartın Üniversitesi Eğitim Fakültesi Dergisi 11:2, pages 280-293.
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