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Xintong Jiang, Runkai Jiao, Di Lu, Feifei Li, Hang Yin & Xiaoqing Lin. (2023) A Challenging Transition: Factors Influencing the Effort-Reward Imbalance and Coping Strategies of Beginning Teachers in China. Psychology Research and Behavior Management 16, pages 2709-2719.
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Okan Arslan. (2023) Investigating beginning mathematics teachers’ teacher identity development through emotion diaries. International Journal of Mathematical Education in Science and Technology 54:8, pages 1541-1556.
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H. Tuithof, J. Van Drie, L. Bronkhorst, L. Dorsman & J. Van Tartwijk. (2023) Teachers’ pedagogical content knowledge of two specific historical contexts captured and compared. Educational Studies 49:4, pages 686-711.
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Marianne Sandvik Tveitnes & Mette Hvalby. (2023) Mentoring Novice Teachers in a Norwegian Context of Inclusive Education. Teachers and Teaching 0:0, pages 1-14.
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Mostafa Mehdizadeh, Mostafa Pourhaji & Ali Derakhshan. (2023) Evolution of communities of practice, realignment of possible selves, and repositionings in EFL teacher professional identity development: a longitudinal case study. The Language Learning Journal 0:0, pages 1-13.
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Anniina Holappa, Erkki T. Lassila, Sonja Lutovac & Minna Uitto. (2022) Vulnerability as an Emotional Dimension in Student Teachers’ Narrative Identities Told With Self-Portraits. Scandinavian Journal of Educational Research 66:5, pages 893-906.
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Paulo Lima Junior, Per Anderhag & Per-Olof Wickman. (2022) How does a science teacher distinguish himself as a good professional? An inquiry into the aesthetics of taste for teaching. International Journal of Science Education 44:5, pages 815-832.
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Manuela Keller-Schneider. (2021) Challenge-appraisal profiles of beginning teachers and inter-profile differences in self-efficacy, self-regulation, and emotions. European Journal of Teacher Education 0:0, pages 1-23.
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Heather E. Prince. (2020) The sustained value teachers place on outdoor learning. Education 3-13 48:5, pages 597-610.
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Rian Aarts, Quinta Kools & Rita Schildwacht. (2020) Providing a good start. Concerns of beginning secondary school teachers and support provided. European Journal of Teacher Education 43:2, pages 277-295.
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Tiina Anspal, Äli Leijen & Erika Löfström. (2019) Tensions and the Teacher’s Role in Student Teacher Identity Development in Primary and Subject Teacher Curricula. Scandinavian Journal of Educational Research 63:5, pages 679-695.
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Han Leeferink, Maaike Koopman, Douwe Beijaard & Gonny, L. M. Schellings. (2019) Overarching professional identity themes in student teacher workplace learning. Teachers and Teaching 25:1, pages 69-89.
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Erkki T. Lassila, Minna Uitto & Eila Estola. (2018) You’re damned if you do and damned if you don’t: the tension-filled relationships between Japanese beginning and senior teachers. Pedagogy, Culture & Society 26:3, pages 417-433.
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Peter Mesker, Hartger Wassink & Cok Bakker. (2018) Experiential continuity: how newly qualified teachers’ past international teaching experiences influence their current personal interpretative framework. Professional Development in Education 44:3, pages 444-459.
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Ji Hong, Barbara Greene, Robin Roberson, Dionne Cross Francis & Lauren Rapacki Keenan. (2018) Variations in pre-service teachers’ career exploration and commitment to teaching. Teacher Development 22:3, pages 408-426.
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Ai-Chu Ding & Hsiou-huai Wang. (2018) Unpacking teacher candidates’ decision-making and justifications in dilemmatic spaces during the student teaching year. Asia-Pacific Journal of Teacher Education 46:3, pages 221-238.
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Martine M. van Rijswijk, Larike H. Bronkhorst, Sanne F. Akkerman & Jan van Tartwijk. (2018) Changes in sensed dis/continuity in the development of student teachers throughout teacher education. European Journal of Teacher Education 41:3, pages 282-300.
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Zhang Li-fang. (2018) On teachers and assessment. Educational Psychology 38:3, pages 261-263.
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Gisbert van Ginkel, Jannet van Drie & Nico Verloop. (2018) Mentor teachers’ views of their mentees. Mentoring & Tutoring: Partnership in Learning 26:2, pages 122-147.
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Alireza Mirzaee & Mohammad Aliakbari. (2017) The role of sociocultural mediational tools in EFL teachers’ development: insights from a life history approach. International Journal of Lifelong Education 36:6, pages 644-661.
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Gang Zhu. (2017) Chinese student teachers’ perspectives on becoming a teacher in the practicum: emotional and ethical dimensions of identity shaping. Journal of Education for Teaching 43:4, pages 491-495.
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Sharon L. Nichols, Paul A. Schutz, Kelly Rodgers & Kimberly Bilica. (2017) Early career teachers’ emotion and emerging teacher identities. Teachers and Teaching 23:4, pages 406-421.
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Karin Scager, Sanne F. Akkerman, Albert Pilot & Theo Wubbels. (2017) Teacher dilemmas in challenging students in higher education. Teaching in Higher Education 22:3, pages 318-335.
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Chris Wilkins. (2017) ‘Elite’ career-changers and their experience of initial teacher education. Journal of Education for Teaching 43:2, pages 171-190.
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Erkki Lassila & Minna Uitto. (2016) The tensions between the ideal and experienced: teacher–student relationships in stories told by beginning Japanese teachers. Pedagogy, Culture & Society 24:2, pages 205-219.
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Chris Wilkins. (2015) Education reform in England: quality and equity in the performative school. International Journal of Inclusive Education 19:11, pages 1143-1160.
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Lucy Avraamidou. (2014) Studying science teacher identity: current insights and future research directions. Studies in Science Education 50:2, pages 145-179.
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Jawad Golzar, Toufiq Sarwarzada & Mir Abdullah Miri. Coping with Teacher Professional Identity Tensions: Using TPACK During Global Crisis Time. Journal of Language, Identity & Education 0:0, pages 1-19.
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Okan Arslan. Supporting teacher identity development of preservice middle school mathematics teachers in informal learning environments. Reflective Practice 0:0, pages 1-16.
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