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Sharon Snir & Tami Gavron. (2023) Dialogic-reflection for the development of critical thinking in international art-based psychosocial research. International Journal of Art Therapy 28:4, pages 178-186.
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Slaviša Radović, Olga Firssova, Hans G. K. Hummel & Marjan Vermeulen. (2023) The case of socially constructed knowledge through online collaborative reflection. Studies in Continuing Education 45:2, pages 168-187.
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Catherine Lammert, Ruchika Sharma & Brian Hand. (2023) Beyond pedagogy: the role of epistemic orientation and knowledge generation environments in early childhood science teaching. International Journal of Science Education 45:6, pages 431-450.
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Outi Tiainen & Sonja Lutovac. (2022) Examining peer group mentoring in teaching practicum and its impact on the process of pre-service teachers’ joint reflection. European Journal of Teacher Education 0:0, pages 1-19.
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Orna Levin & Heidi Flavian. (2022) Simulation-based learning in the context of peer learning from the perspective of preservice teachers: a case study. European Journal of Teacher Education 45:3, pages 373-394.
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Helen Gadsby. (2022) Fostering reflective practice in Post Graduate Certificate in Education students through the use of reflective journals. Developing a typology for reflection. Reflective Practice 23:3, pages 357-368.
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Libbi R. Miller, Frederick Peinado Nelson & Emy Lopez Phillips. (2021) Exploring critical reflection in a virtual learning community in teacher education. Reflective Practice 22:3, pages 363-380.
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Sue Tinsley Mau & Shelly Sheats Harkness. (2020) The role of teacher educators and university supervisors to help student teachers reflect: from monological reflection toward dialogical conversation. Reflective Practice 21:2, pages 171-182.
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Jo Lampert, Arnetha Ball, Rocio Garcia-Carrion & Bruce Burnett. (2020) Poverty and schooling: three cases from Australia, the United States, and Spain. Asia-Pacific Journal of Teacher Education 48:1, pages 60-78.
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Elena López-de-Arana Prado, Agurtzane Martínez Gorrotxategi, Nerea Agirre García & Mariam Bilbatua Pérez. (2019) More about strategies to improve the quality of joint reflection based on the theory-practice relationship during practicum seminars. Reflective Practice 20:6, pages 790-807.
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John Chi-Kin Lee. (2019) Teachers’ work, change and learning: roles, contexts and engagement. Teachers and Teaching 25:4, pages 399-403.
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Teresa Mauri, Javier Onrubia, Rosa Colomina & Marc Clarà. (2019) Sharing initial teacher education between school and university: participants’ perceptions of their roles and learning. Teachers and Teaching 25:4, pages 469-485.
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Sharon McDonough & Robyn Brandenburg. (2019) Who owns this data? using dialogic reflection to examine an ethically important moment. Reflective Practice 20:3, pages 355-366.
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Marc Clarà, Teresa Mauri, Rosa Colomina & Javier Onrubia. (2019) Supporting collaborative reflection in teacher education: a case study. European Journal of Teacher Education 42:2, pages 175-191.
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Articles from other publishers (22)
Jess Smith, Ryann N. Shelton, Nate Scholten & Madelon McCall. (2023) Secondary preservice teachers' critical reflecting practices: examining perceptions of confidence using a two-part reflection. School-University Partnerships 16:1, pages 56-70.
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Slaviša Radović, Olga Firssova, Hans GK Hummel & Marjan Vermeulen. (2021) Improving academic performance: Strengthening the relation between theory and practice through prompted reflection. Active Learning in Higher Education 24:2, pages 139-154.
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Charlene Montaño Nolan, Carolyn Brennan & Tasha Tropp Laman. (2023) Unpacking power: The role of critical reflection in preschool internship. Contemporary Issues in Early Childhood, pages 146394912311621.
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Katrina Liu, Richard Miller & Arnetha F. Ball. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Jaime Iván Ullauri-Ullauri & Teresa Mauri-Majós. (2022) La reflexión sobre la práctica preprofesional en la formación de aprendices de docente. Percepciones de los tutores académicos. Revista Practicum 7:2, pages 169-186.
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Quang Nhat Nguyen. (2022)
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Timur Koparan. (2022) How Does Simulation Contribute to Prospective Mathematics Teachers’ Learning Experiences and Results?. Education Sciences 12:9, pages 624.
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Piia Näykki, Sirpa Laitinen-Väänänen & Eila Burns. (2022) Student Teachers’ Video-Assisted Collaborative Reflections of Socio-Emotional Experiences During Teaching Practicum. Frontiers in Education 7.
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Jiyoon Jung, Ya-Huei Lu & Ai-Chu Elisha Ding. (2021) How Do Prompts Shape Preservice Teachers’ Reflections? A Case Study in an Online Technology Integration Class. Journal of Teacher Education 73:3, pages 301-313.
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Ni Yin, Xiaodi Sun & Chuqi Wang. 2022. TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy. TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy
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Varun Elembilassery & Shreyashi Chakraborty. (2021) Dialogue in management education and development: a conceptual framework. Journal of Management Development 40:5, pages 404-417.
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Aaron Samuel Zimmerman. 2021. Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education. Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education
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Paul C. Gorski & Kelly Dalton. (2019) Striving for Critical Reflection in Multicultural and Social Justice Teacher Education: Introducing a Typology of Reflection Approaches. Journal of Teacher Education 71:3, pages 357-368.
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Gang Zhu, Juanjo Mena & Carmen Johnson. (2020) Chinese student teachers’ teaching practicum experiences: Insights from transformative learning, third space, and dialogical-self theory. International Journal of Educational Research 103, pages 101638.
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Su Gao, Katrina Liu & Marilyn McKinney. (2019) Learning formative assessment in the field. International Journal of Mentoring and Coaching in Education 8:3, pages 197-216.
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Katrina Liu & Arnetha F. Ball. (2019) Critical Reflection and Generativity: Toward a Framework of Transformative Teacher Education for Diverse Learners. Review of Research in Education 43:1, pages 68-105.
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Katrina Liu, Richard Miller, Ellyn Dickmann & Kristen Monday. (2018) Virtual Supervision of Student Teachers as a Catalyst of Change for Educational Equity in Rural Areas. Journal of Formative Design in Learning 2:1, pages 8-19.
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