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Nina Aakernes, Torill Hammeren Møllerhagen, Hanne Berg Olstad & Rosaline Schaug. (2023) Creating a Free Space for Professional Development through Collaborative Self-Study. Studying Teacher Education 0:0, pages 1-17.
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Rachel Roegman, Emilie Reagan, A. Lin Goodwin, Crystal Chen Lee & Laura Vernikoff. (2021) Reimagining social justice-oriented teacher preparation in current sociopolitical contexts. International Journal of Qualitative Studies in Education 34:2, pages 145-167.
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R. Fisher, C. H. Brock, T. Frahm, A. Van Wig & V. R. Gillis. (2020) Reflections on writing and identity: exploring the role of qualifying exams in the sociocultural development of doctoral students. Studies in Continuing Education 42:3, pages 365-380.
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Seungho Moon, Ann Marie Ryan & Terri Pigott. (2019) “Do this in memory of me”: Examining Catholic subjectivity and teacher education. Cogent Education 6:1.
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Articles from other publishers (5)
Kristen Howell Gregory & Amanda Kate Burbage. (2021) Leveraging critical friendship to navigate doctoral student role transitions. Studies in Graduate and Postdoctoral Education 13:1, pages 1-18.
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Natalie Odom Pough & Craig Willey. 2022. Self-Studies in Urban Teacher Education. Self-Studies in Urban Teacher Education
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María Paz González-Vallejos. (2018) El estudio del formador latinoamericano: un campo de investigación ‘en construcción’. Magis. Revista Internacional de Investigación en Educación 10:21, pages 35.
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