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Chunmei Yan & Chuanjun He. (2022) Illuminating Chinese EFL student teachers’ paradoxical perceptions of theory learning experiences. Ethnography and Education 17:1, pages 71-88.
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Jeffrey Nordine, Stefan Sorge, Ibrahim Delen, Robert Evans, Kalle Juuti, Jari Lavonen, Pernilla Nilsson, Mathias Ropohl & Matthias Stadler. (2021) Promoting Coherent Science Instruction through Coherent Science Teacher Education: A Model Framework for Program Design. Journal of Science Teacher Education 32:8, pages 911-933.
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Hazel Crichton, Francisco Valdera Gil & Christine Hadfield. (2021) Reflections on peer micro-teaching: raising questions about theory informed practice. Reflective Practice 22:3, pages 345-362.
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Benjamin Luke Moorhouse & Gary James Harfitt. (2021) Pre-service and in-service teachers’ professional learning through the pedagogical exchange of ideas during a teaching abroad experience. Asia-Pacific Journal of Teacher Education 49:2, pages 230-244.
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Brian Marsh. (2021) Developing a project within a school-university partnership: factors that influence effective partnership working. Research Papers in Education 36:2, pages 233-256.
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S. Michael Putman & Drew Polly. (2021) Examining the Development and Implementation of an Embedded, Multi-Semester Internship: Preliminary Perceptions of Teacher Education Candidates, Clinical Educators, and University Faculty. Peabody Journal of Education 96:1, pages 99-111.
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Paulina Sepulveda-Escobar & Astrid Morrison. (2020) Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education 43:4, pages 587-607.
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Warren Kidd & Jean Murray. (2020) The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online. European Journal of Teacher Education 43:4, pages 542-558.
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Smadar Donitsa-Schmidt & Rony Ramot. (2020) Opportunities and challenges: teacher education in Israel in the Covid-19 pandemic. Journal of Education for Teaching 46:4, pages 586-595.
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Gang Zhu, Pedro Membiela Iglesia & Ke Wang. (2020) Examining Chinese and Spanish preservice teachers’ practicum teaching experiences: a transformative learning perspective. Journal of Education for Teaching 46:1, pages 124-128.
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Ville Björck & Kristina Johansson. (2019) Problematising the theory–practice terminology: a discourse analysis of students’ statements on Work-integrated Learning. Journal of Further and Higher Education 43:10, pages 1363-1375.
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Sarah Lillo. (2018) Acknowledging Potential in Preservice Teachers’ Collaborative Practices. Action in Teacher Education 40:4, pages 391-407.
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Susana López Solé, Mireia Civís Zaragoza & Jordi Díaz-Gibson. (2018) Improving interaction in teacher training programmes: the rise of the social dimension in pre-service teacher education. Teachers and Teaching 24:6, pages 644-658.
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John Trent. (2018) ‘Fitting in’ or ‘being different’? Integration, separation, and identity construction during a teaching practicum in Hong Kong. Teacher Development 22:4, pages 571-586.
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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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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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Wendy Barber. (2018) Inclusive and accessible physical education: rethinking ability and disability in pre-service teacher education. Sport, Education and Society 23:6, pages 520-532.
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James J. Watters, Carmel M. Diezmann & Loan Dao. (2018) Using classroom videos to stimulate professional conversations among pre-service teachers: windows into a mathematics classroom. Asia-Pacific Journal of Teacher Education 46:3, pages 239-255.
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Lydia Yoke Yean Foong, Mariani Bt Md Nor & Andrea Nolan. (2018) The influence of practicum supervisors’ facilitation styles on student teachers’ reflective thinking during collective reflection. Reflective Practice 19:2, pages 225-242.
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Zekiye Müge Tavil & Müzeyyen Nazlı Güngör. (2017) A sociocultural perspective on the development of Turkish pre-service teachers’ competences and qualifications. Pedagogy, Culture & Society 25:2, pages 263-277.
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Bilha Bashan & Rachel Holsblat. (2017) Reflective journals as a research tool: The case of student teachers’ development of teamwork. Cogent Education 4:1.
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Jake Little & Judy Anderson. (2016) What factors support or inhibit secondary mathematics pre-service teachers’ implementation of problem-solving tasks during professional experience?. Asia-Pacific Journal of Teacher Education 44:5, pages 504-521.
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Eve Kikas & Inge Timoštšuk. (2016) Student teachers’ knowledge about children with ADHD and depression and its relations to emotions. Emotional and Behavioural Difficulties 21:2, pages 190-204.
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Lucia Zundans-Fraser & Alan Bain. (2016) The role of collaboration in a comprehensive programme design process in inclusive education. International Journal of Inclusive Education 20:2, pages 136-148.
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Sylvia Y.F. Tang, Angel K.Y. Wong & May M.H. Cheng. (2016) Examining professional learning and the preparation of professionally competent teachers in initial teacher education. Teachers and Teaching 22:1, pages 54-69.
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Eeva-Leena Onnismaa, Leena Tahkokallio & Marjatta Kalliala. (2015) From university to working life: an analysis of field-based studies in early childhood teacher education and recently graduated kindergarten teachers’ transition to work. Early Years 35:2, pages 197-210.
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