Citations (31)
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Rebecca Heaton & Shannon Chan Lai Quan. (2023) Managing cognitive dissonance in art teacher education. Cambridge Journal of Education 53:4, pages 473-494.
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Elaine Keane, Manuela Heinz & Andrea Lynch. (2023) Identity matters? ‘Working class’ student teachers in Ireland, the desire to be a relatable and inclusive teacher, and sharing the classed self. International Journal of Inclusive Education 27:3, pages 337-353.
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Ling Li & Jia Li Huang. (2023) Exploring preservice teachers’ belief changes during early childhood education teaching practicum in China: A case study. Asia Pacific Journal of Education 0:0, pages 1-15.
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Angela Kraemer-Holland. (2021) Skepticism, Gratitude, and the Neoliberal Narrative: TFA Teachers’ Conceptualization of Occupational Stature. Action in Teacher Education 43:4, pages 430-446.
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Melissa Adams-Budde, Christy Howard, Claire Lambert & Joy Myers. (2021) Pose, Wobble, and Flow: The Experiences of Three First-Year Teachers. Action in Teacher Education 43:3, pages 268-284.
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Steven Puttick, Zoe Nye, Jenny Wynn, Lyndsay Muir & Yvonne Hill. (2021) Student teachers’ beliefs about diversity: analysing the impact of a ‘diversity week’ during Initial Teacher Education. Teacher Development 25:1, pages 85-100.
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Jeremy Delamarter & Katie Wiederholt. (2020) The Affective vs. the Academic: A Quantitative Study of Pre-Service Teachers’ Expected Impact on their Future Students. Action in Teacher Education 42:2, pages 137-148.
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Lori Dassa & Bryan Nichols. (2019) Self-Efficacy or Overconfidence? Comparing Preservice Teacher Self-Perceptions of Their Content Knowledge and Teaching Abilities to the Perceptions of Their Supervisors. The New Educator 15:2, pages 156-174.
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Gina Gresham & Caroline Burleigh. (2019) Exploring early childhood preservice teachers’ mathematics anxiety and mathematics efficacy beliefs. Teaching Education 30:2, pages 217-241.
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Jani Ursin & Susanna Paloniemi. (2019) Conceptions of teachership in the professional identity construction of adult educator graduates. Teacher Development 23:2, pages 233-248.
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Wangbei Ye, Xujing Song & Fan Li. (2018) Feedback from first-year teachers: rethinking the transfer problem in China. Teachers and Teaching 24:5, pages 500-519.
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Y. Soysal & S. Radmard. (2018) Social negotiations of meanings and changes in the beliefs of prospective teachers: A vygotskian perspective. Educational Studies 44:1, pages 57-80.
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Iris Marušić, Ivana Jugović & Darko Lončarić. (2017) Approaches to learning of first-year and fifth-year student teachers: are there any differences?. European Journal of Teacher Education 40:1, pages 62-75.
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Articles from other publishers (18)
Thi Van Anh Dang, Penny Haworth & Karen Ashton. (2024) Pre-service teachers’ belief changes in an English for specific purposes teacher education context. English for Specific Purposes 73, pages 110-123.
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Brooke B. Eisenbach & Jason S. Frydman. (2023) “What are we doing?”: Teacher role confusion in mental health literacy instruction. Teaching and Teacher Education 132, pages 104236.
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Nicole Brunker. (2023) Learning to teach without an apprenticeship of observation: from home education to initial teacher education. The Australian Educational Researcher.
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Çiğdem Haser, Okan Arslan & Kübra Çelikdemir. (2023) Who Is a Mathematics Teacher and What Does a Mathematics Teacher Do?. International Journal of Science and Mathematics Education.
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Yilmaz Soysal & Somayyeh Soysal. (2023) Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching. SAGE Open 13:2.
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Usep Syaripudin & Apandi. (2022) Using life-history narrative writing to examine EFL preservice teachers' preconceptions of teaching and teachers and their initial motivation to undertake teacher education. Qualitative Research Journal 23:2, pages 133-144.
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Anne Edstrom. (2022) Preservice Spanish teachers analyze a nonexemplary lesson: Critical reflection in teacher preparation. Foreign Language Annals 55:4, pages 1109-1127.
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İlhan İLTER & Gökhan IZGAR. (2022) Öğretmen Adaylarının İyi Öğretmen Özellikleri Hakkındaki Farkındalıkları. Milli Eğitim Dergisi 51:236, pages 3537-3562.
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Ghasem Aghajanzadeh Kiasi. (2022) Realization and Development of the English Language Teachers’ Pedagogical Competence: A Principal Component Analysis. International Journal of Research in English Education 7:2, pages 22-49.
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V. Hanin, S. Colognesi, A.-C. Cambier, C. Bury & C. Van Nieuwenhoven. (2022) Association between prospective elementary school teachers’ year of study and their type of conception of intelligence. International Journal of Educational Research 115, pages 102039.
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Tracey A. Benson, Spencer Salas & Bobbi Siefert. (2020) Irreconcilable Differences: Black Teachers’ Lives and K-12 Schools. The Urban Review 53:4, pages 659-680.
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Sirpa Purtilo-Nieminen, Hanna Vuojärvi, Susanna Rivinen & Päivi Rasi. (2021) Student teachers' narratives on learning: A case study of a course on older people's media literacy education. Teaching and Teacher Education 106, pages 103432.
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Chipo Makamure. (2020) PRE-SERVICE TEACHERS’ PRIOR EXPECTATIONS AND THEIR ACTUAL EXPERIENCES OF TEACHING MATHEMATICS DURING PEDAGOGICAL INTERNSHIP IN ZIMBABWE. Problems of Education in the 21st Century 78:6, pages 983-999.
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E. Y. Ilaltdinova & A. A. Oladyshkina. (2020) “This is the best teacher in the whole world!”: The influence of the school teacher on professional self-determination of future teachers. Vestnik of Minin University 8:3, pages 3.
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Güler Çetin & Altay Eren. (2018) Turkish prospective teachers’ professional goals, beliefs about the attainability of these goals, identities, and possible selves. Asia Pacific Education Review 20:3, pages 423-447.
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Tatjana GlušacLj.Lj. & Vesna PilipovićB.B.. (2019) English language student teachers' pedagogical beliefs: Susceptibility to change and sources of change. Зборник радова Филозофског факултета у Приштини 49:1, pages 69-88.
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Yılmaz SOYSAL & Somayyeh RADMARD. (2018) Sınıf Yönetimi Olgusunun Pedagoji, Otorite Tipleri ve Söylevsel Güç İlişkileri Bağlamında Yeniden Değerlendirilmesi. Ulusal Eğitim Akademisi Dergisi 2:2, pages 59-85.
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Andrea Gelfuso. (2018) “But I Don't Want to Tell Them the Answer”: Preservice Teachers' (mis)understandings about literacy instruction. Teaching and Teacher Education 74, pages 10-20.
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