Citations (61)
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Michael H. Romanowski. (2022) The idolatry of accreditation in higher education: enhancing our understanding. Quality in Higher Education 28:2, pages 153-167.
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Jo-Anne Reid & Graeme Hall. (2022) Looking back, looking forward: taking stock of teacher education at (another) crossroad. Asia-Pacific Journal of Teacher Education 50:1, pages 8-22.
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Clare Kosnik, Lydia Menna & Pooja Dharamshi. (2022) Displaced academics: intended and unintended consequences of the changing landscape of teacher education. European Journal of Teacher Education 45:1, pages 127-149.
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Wendy Patton. (2021) The many faces of leadership: leading people and change in Australian higher education. Journal of Educational Administration and History 53:2, pages 121-131.
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Jennifer M. Gore. (2021) The quest for better teaching. Oxford Review of Education 47:1, pages 45-60.
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Amanda Freeborn. (2020) Policy effects of regulating admission into initial teacher education degrees in New South Wales. Asia-Pacific Journal of Teacher Education 48:5, pages 520-537.
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Kira Clarke, Andrea Truckenbrodt, Jeana Kriewaldt, Teresa Angelico & Sally Windsor. (2020) Beginning teachers’ developing clinical judgement: knowledge, skills and attributes for clinical teaching. Teaching Education 31:4, pages 381-403.
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Amanda Gutierrez & Alex Kostogriz. (2020) The influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership. Teachers and Teaching 26:5-6, pages 475-489.
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Peter Churchward & Jill Willis. (2019) The pursuit of teacher quality: identifying some of the multiple discourses of quality that impact the work of teacher educators. Asia-Pacific Journal of Teacher Education 47:3, pages 251-264.
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Helen Grimmett, Rachel Forgasz, Judy Williams & Simone White. (2018) Reimagining the role of mentor teachers in professional experience: moving to I as fellow teacher educator. Asia-Pacific Journal of Teacher Education 46:4, pages 340-353.
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Nicole Mockler. (2018) Early career teachers in Australia: a critical policy historiography. Journal of Education Policy 33:2, pages 262-278.
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Linda Clarke. (2018) Mapping teacher status and career-long professional learning: the Place Model. Discourse: Studies in the Cultural Politics of Education 39:1, pages 69-83.
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Clare Kosnik, Lydia Menna, Pooja Dharamshi & Clive Beck. (2018) Constructivism as a framework for literacy teacher education courses: the cases of six literacy teacher educators. European Journal of Teacher Education 41:1, pages 105-119.
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Ruth Reynolds, Peter Howley, Erica Southgate & Joanna Brown. (2016) Just add hours? An assessment of pre-service teachers’ perception of the value of professional experience in attaining teacher competencies. Asia-Pacific Journal of Teacher Education 44:5, pages 455-469.
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Tanya Fitzgerald & Sally Knipe. (2016) Policy reform: testing times for teacher education in Australia. Journal of Educational Administration and History 48:4, pages 358-369.
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Matt Bower, Kate Highfield, Pam Furney & Lee Mowbray. (2013) Supporting pre-service teachers’ technology-enabled learning design thinking through whole of programme transformation. Educational Media International 50:1, pages 39-50.
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Nicole Mockler. (2023) “Are we there yet?” 25 years of reform (and reform, and reform, and reform) of teacher education in Australia. History of Education Review 52:2/3, pages 115-131.
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Remy Low. (2023) Beyond zero-sum thinking in teacher education: cognitive science, educational neuroscience, and the history of education. History of Education Review 52:2/3, pages 132-143.
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Jennifer Gore, Brooke Rosser, Felicia Jaremus, Andrew Miller & Jess Harris. (2023) Fresh evidence on the relationship between years of experience and teaching quality. The Australian Educational Researcher.
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Tony Loughland & Keiko Bostwick. (2022) A taxonomy of clinical reasoning for pre-service teachers on professional experience. The Australian Educational Researcher.
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Jeana Kriewaldt, Rebecca Walker, Valerie Morey & Chad Morrison. (2021) Activating and reinforcing graduates’ capabilities: early lessons learned from a Teaching Performance Assessment. The Australian Educational Researcher 48:4, pages 681-696.
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Zara Ersozlu, Susan Ledger, Alpay Ersozlu, Fiona Mayne & Helen Wildy. (2021) Mixed-Reality Learning Environments in Teacher Education: An Analysis of TeachLivE™ Research. SAGE Open 11:3, pages 215824402110321.
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Linda Clarke & Paul McFlynn. (2019) All Animals Learn, but Only Humans Teach: The Professional Place of Teacher Educators. Education Sciences 9:3, pages 192.
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Andrew Miller, Jennifer Gore, Claire Wallington, Jess Harris, Elena Prieto-Rodriguez & Max Smith. (2019) Improving student outcomes through professional development: Protocol for a cluster randomised controlled trial of Quality Teaching Rounds. International Journal of Educational Research 98, pages 146-158.
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Clare Kosnik, Lydia Menna, Pooja Dharamshi & Cathy Miyata. (2017) So how do you teach literacy in teacher education?: Literacy/English teacher educators’ goals and pedagogies. The Australian Journal of Language and Literacy 40:1, pages 59-71.
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Kate Ord & Joce Nuttall. (2016) Bodies of knowledge: The concept of embodiment as an alternative to theory/practice debates in the preparation of teachers. Teaching and Teacher Education 60, pages 355-362.
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Jennifer Gore, Rosie Joy Barron, Kathryn Holmes & Maxwell Smith. (2016) Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students. The Australian Educational Researcher 43:5, pages 527-549.
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