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Oliver McGarr. (2023) ‘Hitting a brick wall’: using conceptual metaphorical theory to explore teachers’ conceptions of learning in Computer Science. Teaching Education 34:3, pages 305-318.
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Mats Hordvik, Tim Fletcher, Anders Lund Haugen, Berit Engebretsen & Lasse Møller. (2023) Using the metaphor of orchestration to make sense of facilitating teacher educator professional development. European Journal of Teacher Education 46:3, pages 417-434.
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Anthony Maher, Samantha Parkinson & Alan Thomson. (2022) The Influence of a Special School Placement on Prospective Teachers’ Views About the Nature, Purpose, and Value of Physical Education in England: A Gramscian Critique. Quest 74:3, pages 266-284.
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Anthony J. Maher, Alan Thomson, Samantha Parkinson, Sarah Hunt & Adam Burrows. (2022) Learning about ‘inclusive’ pedagogies through a special school placement. Physical Education and Sport Pedagogy 27:3, pages 261-275.
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Mary Scanlan. (2021) Does engaging in action research support trainee teachers in forming and reflecting on values?. Education 3-13 49:2, pages 241-254.
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Jessica Delorey, Jacqueline Specht, Michael Fairbrother, Linda Ismailos, Mélissa Villella, Evan Charles, McKenzie Vanderloon, Tiffany Gallagher, Grace Howell & Jessica Whitley. (2020) Experiences that shape pre-service teachers’ inclusive practice beliefs: a group concept mapping study. International Journal of Inclusive Education 0:0, pages 1-16.
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Harriet J. Bessette & Nita A. Paris. (2020) Using visual and textual metaphors to explore teachers’ professional roles and identities. International Journal of Research & Method in Education 43:2, pages 173-188.
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Amanda Mooney & Chris Hickey. (2017) ‘(Dis)empowered by what we see … ’: exploring the use of video-stimulated reflection in physical education pedagogy and practice. Asia-Pacific Journal of Health, Sport and Physical Education 8:3, pages 229-244.
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Niki Tsangaridou. (2017) Early childhood teachers’ views about teaching physical education: challenges and recommendations. Physical Education and Sport Pedagogy 22:3, pages 283-300.
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Frank Herold & Michael Waring. (2017) Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education. Physical Education and Sport Pedagogy 22:3, pages 231-245.
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Hilary Monk & Sivanes Phillipson. (2017) Early childhood educators’ experiences and perceptions of professionalism and professionalisation in the Asian context. Asia-Pacific Journal of Teacher Education 45:1, pages 3-22.
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Hale Erden. (2016) Pre-service Teachers’ Perceptions on being a Teacher through a Metaphoric Perspective. The Anthropologist 24:1, pages 134-147.
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Deborah Tannehill. (2016) My journey to become a teacher educator. Physical Education and Sport Pedagogy 21:1, pages 105-120.
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Ann MacPhail, Kevin Patton, Melissa Parker & Deborah Tannehill. (2014) Leading by Example: Teacher Educators' Professional Learning Through Communities of Practice. Quest 66:1, pages 39-56.
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Kevser ARSLAN, Meryem HAYIR KANAT, Asli GÖRGÜLÜ ARI & Melissa ÖZDEMİR. (2023) Yerli ve göçmen ortaokul öğrencilerinin göç, göçmen, vatan, ülke ve savaş kavramlarına yönelik algılarıPerceptions of natives and immigrant secondary school students on the concepts of migration, immigrant, homeland, country and war. lnternational Journal of Geography and Geography Education:50, pages 164-183.
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Ioanna DİAMANTİ, Aspasia DANIA, Fotini VENETSANOU & Irene KAMBERİDOU. (2023) Generalist Early Education and Specialist Physical Education Teachers’ Views on the Scope of Early Childhood Physical Education. Pamukkale Journal of Sport Sciences 14:2, pages 167-191.
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Leonardo Ristow, Ana Flávia Backes, Vinicius Zeilmann Brasil, Bruno Roberts Martins Piemontez & Valmor Ramos. (2023) Crenças de futuros professores de educação física. Conexões 20, pages e022044.
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Melissa Rodriguez-Meehan. (2021) “Could that be Play?”: Exploring Pre-service Teachers’ Perceptions of Play in Kindergarten. Early Childhood Education Journal 50:8, pages 1303-1316.
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Hasan Ceyhun CAN, Ayşe TÜRKSOY IŞIM & Erdal ZORBA. (2022) BEDEN EĞİTİMİ ÖĞRETMEN VE ÖĞRETMEN ADAYLARININ ÖĞRETİM MODELLERİ ALGISI: METAFOR ANALİZİ. Milli Eğitim Dergisi 51:235, pages 2179-2196.
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Mustafa Ulusoy. (2022) A metaphorical journey from pre-service to in-service years: A longitudinal study of the concepts of the student and the teacher. Teaching and Teacher Education 115, pages 103726.
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Ben D. Kern, Chad M. Killian, Douglas W. Ellison, Kim C. Graber, Elaine Belansky & Nicholas Cutforth. (2021) Teacher Beliefs and Changes in Practice Through Professional Development. Journal of Teaching in Physical Education 40:4, pages 606-617.
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Ayhan Bulut. (2021) Metaphoric Perceptions of Preschool Teachers towards Inclusive Education. Acta Educationis Generalis 11:2, pages 112-128.
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David Hortigüela-Alcalá, Antonio Calderón & Gustavo González-Calvo. (2021) Transcultural Impact of Learning to Teach Sport Education on Preservice Teachers’ Perceived Teaching Competence, Autonomy, and Academic Motivation. Journal of Teaching in Physical Education 40:3, pages 431-441.
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Lucía Mellado, Laura Parte, Susana Sánchez-Herrera & María Luisa Bermejo. (2021) Evolution of Prospective Secondary Education Economics Teachers’ Personal and Emotional Metaphors. Frontiers in Psychology 12.
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Xiaofen D. Keating, Jingwen Liu, Xiaolu Liu, Jeff Colburn, Jianmin Guan & Ke Zhou. (2021) An Analysis of Chinese Preservice Physical Education Teachers’ Beliefs About the Physical Education Profession. Journal of Teaching in Physical Education 40:1, pages 58-65.
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Linda Hobbs & Frances Quinn. 2021. Complexity and Simplicity in Science Education. Complexity and Simplicity in Science Education
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Manolis Adamakis & Aspasia Dania. (2019) Are pre-service teachers’ beliefs toward curricular outcomes challenged by teaching methods modules and school placement? Evidence from three Greek physical education faculties. European Physical Education Review 26:4, pages 729-746.
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Fatma TORUN, Yasin DOĞAN & Kamile GÜLÜM. (2020) SEYİT ONBAŞI’NIN ÇANAKKALE SAVAŞLARINDAKİ ROLÜNE YÖNELİK ÖĞRENCİLERİN VE ÖĞRETMEN ADAYLARININ METAFORİK ALGILARI: BOYLAMSAL BİR ARAŞTIRMASTUDENTS AND PROSPECTIVE TEACHERS’ METAPHORICAL PERCEPTIONSABOUT THE ROLE OF SEYİT CORPORAL IN THE ÇANAKKALE WARS: LONGITUDINAL RESEARCH. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 23:43, pages 63-86.
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Mariana Amaral-da-Cunha, Amândio Graça, Paula Batista & Ann MacPhail. (2019) Giving birth to a supervisory identity built upon pedagogical perspectives on teaching: The case of a novice physical education cooperating teacher. European Physical Education Review 26:2, pages 353-374.
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Birsen SERHATLIOĞLU & Sinem İPEK. (2019) Okul Öncesi Öğretmen Adaylarının Sanat Kavramına İlişkin Metaforik AlgılarıProspective Preschool Teachers’ Metaphorical Perceptions about Art. Erzincan Üniversitesi Eğitim Fakültesi Dergisi 21:3, pages 215-236.
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Paulino Murillo Estepa, Carmen Gallego-Domínguez & Carlos Marcelo García. (2018) “Mi escuela es como…” análisis de metáforas del profesorado principiante. Revista Brasileira de Educação 23:0.
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Durmuş EKİZ & Ahmet GÜLAY. (2018) İlkokul Öğrencilerinin “İdeal Sınıf Ortamına” İlişkin Metaforlarının BelirlenmesiExploring the Metaphors of the Primary School Pupils about “Ideal Classroom Environment”. Kastamonu Eğitim Dergisi 26:4, pages 1121-1134.
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Lucía MELLADO BERMEJO, María Rosa LUENGO GONZÁLEZ, Juan Luis DE LA MONTAÑA CONCHIÑA & María Luisa BERMEJO GARCÍA. (2016) Las metáforas emocionales de profesores en formación de Infantil, Primaria y Psicopedagogía. Enseñanza & Teaching: Revista Interuniversitaria de Didáctica 34:1, pages 179.
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Susan Capel. (2015) Value orientations of student physical education teachers learning to teach on school-based initial teacher education courses in England. European Physical Education Review 22:2, pages 167-184.
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