Citations (26)
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Sigve Høgheim, Eirik S. Jenssen & Roger André Federici. (2023) Do lectures matter? Exploring students’ situational interest in two learning arenas in teacher education. Scandinavian Journal of Educational Research 67:7, pages 1027-1040.
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Bo Qin, Gang Zhu, Chen Cheng, Pedro Membiela, Juanjo Mena & Jinfei Zhu. (2023) Leveraging third space amid Chinese and Spanish student teachers’ teaching practicums: a transformative learning perspective. Professional Development in Education 49:4, pages 670-692.
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Yasemin Z. Varol, Gerald M. Weiher, S. Franziska C. Wenzel & Holger Horz. (2023) Practicum in teacher education: the role of psychological detachment and supervisors’ feedback and reflection in student teachers’ well-being. European Journal of Teacher Education 0:0, pages 1-18.
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Larissa Maria Troesch, Anja Winkler & Catherine Eve Bauer. (2023) Practicum experience: the role of practicum demands and resources in first and second career preservice teachers. European Journal of Teacher Education 0:0, pages 1-18.
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Zhaoxuan Wang, Rui Yuan & Wei Liao. (2022) Learning to Teach through Recursive Boundary Crossing in the Teaching Practicum. Teachers and Teaching 28:8, pages 1000-1020.
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Monika Merket. (2022) An analysis of mentor and mentee roles in a pre-service teacher education program: a Norwegian perspective on the future mentor role. Mentoring & Tutoring: Partnership in Learning 30:5, pages 524-550.
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Katariina Stenberg & Katriina Maaranen. (2022) Promoting practical wisdom in teacher education: a qualitative descriptive study. European Journal of Teacher Education 45:5, pages 617-633.
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Tuula Nygård, Noora Hirvonen, Sari Räisänen & Riitta-Liisa Korkeamäki. (2022) Health Education Teachers’ Contributions to Students’ Multiliteracy Learning. Literacy Research and Instruction 61:4, pages 402-421.
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Kari Smith. (2022) Balancing teacher educators’ researcherly and pedagogical dispositions – an example from Norway. Asia-Pacific Journal of Teacher Education 50:4, pages 328-342.
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Torstein Nielsen Hole, Gaute Velle, Ingrid Helleve, Marit Ulvik, Jon Helge Sætre, Brit Ågot Brøske & Arild Raaheim. (2022) Learning and personal epistemologies among students in three work placement settings. Education Inquiry 13:3, pages 249-268.
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Gillian Peiser, Debbie Duncalf & Andrea Mallaburn. (2022) The role of the mentor in an increasingly school-led English initial teacher education policy context. Professional Development in Education 48:2, pages 185-202.
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Essam Abdelrasul Bubaker Elkorghli. (2021) The impact of neoliberal globalisation on (global) citizenship teacher education in Norway. Globalisation, Societies and Education 19:5, pages 610-624.
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Paulina Sepulveda-Escobar & Astrid Morrison. (2020) Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education 43:4, pages 587-607.
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Eduardo-José Fuentes-Abeledo, Mercedes González-Sanmamed, Pablo-César Muñoz-Carril & Emilio-Joaquín Veiga-Rio. (2020) Teacher training and learning to teach: an analysis of tasks in the practicum. European Journal of Teacher Education 43:3, pages 333-351.
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Stella Kourieos & Maria Diakou. (2019) Pre-Service English Language Teacher Education and the First Years of Teaching: Perspectives from Cyprus. The New Educator 15:3, pages 208-225.
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Articles from other publishers (11)
Silje Meling Bjørnevoll. (2022) “We Never Got to Try That Experience of Total Chaos”: Exploring Preservice Music Teachers’ Agency in Teaching Practicum. Journal of Music Teacher Education 32:3, pages 57-70.
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Brady Lund, Ting Wang, Michael Widdersheim & Brendan Fay. (2023) Interrogating Shortcomings in Instructional Librarianship Preparation: A Comparison of Perspectives of Employers, LIS Educators, and Instructional Librarians. Journal of Education for Library and Information Science 64:2, pages 120-141.
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O.M. Ventista & C. Brown. (2023) Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review. Social Sciences & Humanities Open 8:1, pages 100565.
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Karen Birgitte Dille. (2022) An online teacher professional development programme as a boundary artefact for new school-based mentors. International Journal of Mentoring and Coaching in Education 11:4, pages 381-397.
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Gang Zhu & Mingyang Chen. (2022) Positioning preservice teachers’ reflections and I-positions in the context of teaching practicum: A dialogical-self theory approach. Teaching and Teacher Education 117, pages 103734.
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Irene García-Lázaro, María Pilar Colás-Bravo & Jesús Conde-Jiménez. (2022) The Impact of Perceived Self-Efficacy and Satisfaction on Preservice Teachers’ Well-Being during the Practicum Experience. Sustainability 14:16, pages 10185.
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Georgios Neokleous. 2022. Transferring Language Learning and Teaching From Face-to-Face to Online Settings. Transferring Language Learning and Teaching From Face-to-Face to Online Settings
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Gustavo González-Calvo, Raúl A. Barba-Martín, Daniel Bores-García & David Hortigüela-Alcalá. (2021) The (virtual) teaching of physical education in times of pandemic. European Physical Education Review 28:1, pages 205-224.
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Bohumíra Lazarová, Milan Pol, Vladimír Moškvan, Karl-Heinz Gerholz, Jörg Neubauer, Hannes Reinke, Anne Wagner, Nils Marko, Johannes Seitle, Karl Wilbers, Bjorn Midjo, Kari Smith, Ingrid Stenøien, Luis Tinoca & Tiago Tempera. 2021. Building University Schools in Teacher Education Programmes. Building University Schools in Teacher Education Programmes.
Frances Rust. (2020) Expansive Learning Within a Teachers Community of Ongoing Learners (TCOOL). Frontiers in Education 5.
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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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