Citations (22)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (16)
Pauline Mak, Min Yang & Rui Yuan. (2023) Fostering teacher competence through classroom-based research during field experiences. Journal of Education for Teaching 49:5, pages 841-856.
Read now
Read now
Lidewij Van Katwijk, Ellen Jansen & Klaas Van Veen. (2023) Pre-service teacher research: a way to future-proof teachers?. European Journal of Teacher Education 46:3, pages 435-455.
Read now
Read now
Jan Baan, Lisa Gaikhorst & Monique Volman. (2023) Professional development in inquiry-based working; the experiences of graduates from academic teacher education programmes. European Journal of Teacher Education 46:1, pages 114-133.
Read now
Read now
Louise Verhoef, Monique Volman & Lisa Gaikhorst. (2022) The contribution of teachers of research-intensive teacher education programmes to a culture of inquiry in primary schools. Professional Development in Education 48:5, pages 861-877.
Read now
Read now
Dr Emma Salter & Dr Lyn Tett. (2022) Sustaining teacher engagement in practitioner research. Journal of Education for Teaching 48:3, pages 287-299.
Read now
Read now
Mireia Giralt-Romeu, Eva Liesa & Montserrat Castelló. (2021) Teacher identity as inquirer: voices of teacher educators. European Journal of Teacher Education 0:0, pages 1-19.
Read now
Read now
Mireya Giralt-Romeu, Eva Liesa & Montserrat Castelló. (2021) I research, you research: do future teachers consider themselves researchers? (Yo investigo, tú investigas; ¿se consideran investigadores los futuros maestros?). Journal for the Study of Education and Development 44:3, pages 586-622.
Read now
Read now
Reijo Byman, Katriina Maaranen & Pertti Kansanen. (2021) Consuming, producing, and justifying: Finnish student teachers’ views of research methods. International Journal of Research & Method in Education 44:3, pages 319-334.
Read now
Read now
Inga Staal Jenset. (2020) The Enactment Approach to Practice-Based Teacher Education Coursework: Expanding the Geographic Scope to Norway and Finland. Scandinavian Journal of Educational Research 64:1, pages 98-117.
Read now
Read now
Jan Baan, Lisa Gaikhorst & Monique L.L. Volman. (2020) The involvement of academically educated Dutch teachers in inquiry-based working. Professional Development in Education 46:1, pages 21-34.
Read now
Read now
Anders Råde. (2019) Professional formation and the final thesis in European teacher education: a fusion of academic and professional orientation. Education Inquiry 10:3, pages 226-242.
Read now
Read now
Jennifer Chung. (2016) The (mis)use of the Finnish teacher education model: ‘policy-based evidence-making’?. Educational Research 58:2, pages 207-219.
Read now
Read now
Katariina Stenberg, Liisa Karlsson, Harri Pitkaniemi & Katriina Maaranen. (2014) Beginning student teachers’ teacher identities based on their practical theories. European Journal of Teacher Education 37:2, pages 204-219.
Read now
Read now
Anders Råde. (2014) Final thesis models in European teacher education and their orientation towards the academy and the teaching profession. European Journal of Teacher Education 37:2, pages 144-155.
Read now
Read now
Jennifer Chung, Chris Atkin & Jane Moore. (2012) The rise and fall of the MTL: an example of European policy borrowing. European Journal of Teacher Education 35:3, pages 259-274.
Read now
Read now
Leena Krokfors, Heikki Kynäslahti, Katariina Stenberg, Auli Toom, Katriina Maaranen, Riitta Jyrhämä, Reijo Byman & Pertti Kansanen. (2011) Investigating Finnish teacher educators’ views on research‐based teacher education. Teaching Education 22:1, pages 1-13.
Read now
Read now
Articles from other publishers (6)
Oduor Olande & Torsten Lindström. (2022) Exploring undergraduate thesis manuscript assessment feedback. The Curriculum Journal 34:3, pages 437-456.
Crossref
Crossref
Lidewij van Katwijk, Ellen Jansen & Klaas van Veen. (2021) Development of an Inquiry Stance? Perceptions of Preservice Teachers and Teacher Educators Toward Preservice Teacher Inquiry in Dutch Primary Teacher Education. Journal of Teacher Education 73:3, pages 286-300.
Crossref
Crossref
Lidewij van Katwijk, Amanda Berry, Ellen Jansen & Klaas van Veen. (2019) “It's important, but I'm not going to keep doing it!”: Perceived purposes, learning outcomes, and value of pre-service teacher research among educators and pre-service teachers. Teaching and Teacher Education 86, pages 102868.
Crossref
Crossref
Jan Baan, Lisa Gaikhorst, Jaccoline van 't Noordende & Monique Volman. (2019) The involvement in inquiry-based working of teachers of research-intensive versus practically oriented teacher education programmes. Teaching and Teacher Education 84, pages 74-82.
Crossref
Crossref
Peter Karlsudd, Marianne Dahl & Berit Willén Lundgren. (2017) LESS TRADITION FOR MORE PROFESSION: AN ATTEMPT WITH THESIS PROJECTS IN PRACTICAL DEVELOPMENT. Problems of Education in the 21st Century 75:3, pages 252-262.
Crossref
Crossref
Pertti Kansanen. 2014. Workplace Learning in Teacher Education. Workplace Learning in Teacher Education
279
292
.