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Jim Hordern & Clare Brooks. (2023) The core content framework and the ‘new science’ of educational research. Oxford Review of Education 49:6, pages 800-818.
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Elizabeth A.C. Rushton, Lisa Murtagh, Claire Ball-Smith, Bryony Black, Lynda Dunlop, Simon Gibbons, Kate Ireland, Rachele Morse, Catherine Reading & Carole Scott. (2023) Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK. Journal of Education for Teaching 49:4, pages 551-568.
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Ellen Larsen, Melissa Fanshawe & Yvonne Salton. (2023) “I Want to Contribute, but…”: Exploring the Perceived Valuing of Doctoral Qualifications Held by Teachers in Schools. The Educational Forum 0:0, pages 1-15.
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Melissa Bond. (2023)
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50th anniversary collection: Virtual issue 1995 to 2004
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Antonio Giner-Gomis, Raúl González-Fernández, Marcos J. Iglesias-Martínez, Ernesto López-Gómez & Inés Lozano-Cabezas. (2022) Investigating the teaching practicum during COVID-19 through the lens of preservice teachers. Quality Assurance in Education 31:1, pages 74-90.
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Chunlan Zhang. (2022) A Forward-Looking Study on the In-Depth Development Planning of Information Technology into Teacher Education. Journal of Sensors 2022, pages 1-11.
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