Citations (93)
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Monika Merket. (2022) An analysis of mentor and mentee roles in a pre-service teacher education program: a Norwegian perspective on the future mentor role. Mentoring & Tutoring: Partnership in Learning 30:5, pages 524-550.
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Sandra Jederud, Johannes Rytzler & Per Lindqvist. (2022) Learning to teach as a two-sided endeavor: mentors’ perceptions of paired practicum in initial teacher education. Teaching Education 33:4, pages 454-469.
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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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Kathryn Spicksley. (2022) ‘The very best generation of teachers ever’: teachers in post-2010 ministerial speeches. Journal of Education Policy 37:4, pages 655-679.
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Katharina Resch, Ilse Schrittesser & Mariella Knapp. (2022) Overcoming the theory-practice divide in teacher education with the ‘Partner School Programme’. A conceptual mapping. European Journal of Teacher Education 0:0, pages 1-17.
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Linda Hobbs & Frances Quinn. (2021) Out-of-field teachers as learners: Influences on teacher perceived capacity and enjoyment over time. European Journal of Teacher Education 44:5, pages 627-651.
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Molly Cummings Carney. (2021) Designed for the Digital Age: Teacher Preparation at TEACH-NOW Graduate School of Education. The New Educator 17:1, pages 21-38.
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Simone White. (2019) Once were teachers? Australian teacher education policy and shifting boundaries for teacher educators. European Journal of Teacher Education 42:4, pages 447-458.
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Auli Toom, Mikko Tiilikainen, Lauri Heikonen, Äli Leijen, Juanjo Mena & Jukka Husu. (2019) Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice. Teachers and Teaching 25:5, pages 536-552.
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Simon Phelan & Mark Griffiths. (2019) Reconceptualising professional learning through knowing-in-practice: a case study of a coaches high performance centre. Sports Coaching Review 8:2, pages 103-123.
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Özgür Özcan & Cem Gerçek. (2019) Multidimensional analyzing of the microteaching applications in teacher education via videograph. European Journal of Teacher Education 42:1, pages 82-97.
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Bernadette Youens, Lindsey Smethem & Mark Simmons. (2018) Move over Nelly: lessons from 30 years of employment-based initial teacher education in England. Teachers and Teaching 24:7, pages 854-869.
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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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Lynn Sheridan & Marie Young. (2017) Genuine conversation: the enabler in good mentoring of pre-service teachers. Teachers and Teaching 23:6, pages 658-673.
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Lexie Grudnoff, Mavis Haigh, Mary Hill, Marilyn Cochran-Smith, Fiona Ell & Larry Ludlow. (2017) Teaching for equity: insights from international evidence with implications for a teacher education curriculum. The Curriculum Journal 28:3, pages 305-326.
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Lexie Grudnoff, Mavis Haigh & Vivienne Mackisack. (2017) Re-envisaging and reinvigorating school–university practicum partnerships. Asia-Pacific Journal of Teacher Education 45:2, pages 180-193.
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Erica Smith & Keiko Yasukawa. (2017) What makes a good VET teacher? Views of Australian VET teachers and students. International Journal of Training Research 15:1, pages 23-40.
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Donna Mathewson Mitchell & Jo-Anne Reid. (2017) (Re)turning to practice in teacher education: embodied knowledge in learning to teach. Teachers and Teaching 23:1, pages 42-58.
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Rebecca Miles, Narelle Lemon, Donna Mathewson Mitchell & Jo-Anne Reid. (2016) The recursive practice of research and teaching: reframing teacher education. Asia-Pacific Journal of Teacher Education 44:4, pages 401-414.
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Alice Tate. (2016) Developing identities in the workplace: students’ experiences of distance early childhood teacher education. Asia-Pacific Journal of Teacher Education 44:3, pages 289-300.
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Peter Burridge, Neil Hooley & Greg Neal. (2016) Creating frames of practice for teacher education. Asia-Pacific Journal of Teacher Education 44:2, pages 156-171.
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Anna Du Plessis, Annemaree Carroll & Robyn M. Gillies. (2015) Understanding the lived experiences of novice out-of-field teachers in relation to school leadership practices. Asia-Pacific Journal of Teacher Education 43:1, pages 4-21.
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Gerald Wurf & Lindy Croft-Piggin. (2015) Predicting the academic achievement of first-year, pre-service teachers: the role of engagement, motivation, ATAR, and emotional intelligence. Asia-Pacific Journal of Teacher Education 43:1, pages 75-91.
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Donna Mathewson Mitchell. (2014) Acts of Discovery: Using Collaborative Research to Mobilize and Generate Knowledge About Visual Arts Teaching Practice. Arts Education Policy Review 115:4, pages 141-150.
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Greg Auhl & Graham R. Daniel. (2014) Preparing pre-service teachers for the profession: creating spaces for transformative practice. Journal of Education for Teaching 40:4, pages 377-390.
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Damian Ruth. (2014) Teaching strategy: reflections on professional practice. Teaching in Higher Education 19:3, pages 254-265.
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Donna Mathewson Mitchell. (2013) Thinking through practice: exploring ways of knowing, understanding and representing the complexity of teaching. Asia-Pacific Journal of Teacher Education 41:4, pages 414-425.
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John Trent. (2013) From campus to classroom: a critical perspective on approximations of practice in teacher education. Research Papers in Education 28:5, pages 571-594.
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GrahamR. Daniel, Greg Auhl & Wendy Hastings. (2013) Collaborative feedback and reflection for professional growth: preparing first-year pre-service teachers for participation in the community of practice. Asia-Pacific Journal of Teacher Education 41:2, pages 159-172.
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