Citations (27)
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Chin-Wen Chien. (2023) Analysis of 31 Taiwanese EFL undergraduates’ designs and implementations of contextualized language instruction as service learning: A case study. Pedagogies: An International Journal 18:4, pages 632-650.
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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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Chin-Wen Chien. (2015) Pre-service English teachers’ perceptions and practice of field experience and professional learning from expert teachers’ mentoring. Teachers and Teaching 21:3, pages 328-345.
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Chin-Wen Chien. (2014) Pre-Service elementary school English teachers’ learning and reflection through simulated teaching practice and oral interviews. Reflective Practice 15:6, pages 821-835.
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Yiasemina Karagiorgi & Maria Nicolaidou. (2013) Professional development of teacher educators: voices from the Greek-Cypriot context. Professional Development in Education 39:5, pages 784-798.
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Taehyung Kim & Scot Danforth. (2012) Non-authoritative approach to supervision of student teachers: cooperating teachers’ conceptual metaphors. Journal of Education for Teaching 38:1, pages 67-82.
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DavidH. Johnston. (2010) ‘Losing the joy’: student teachers’ experiences of problematic relations with host teachers on school placement. Teacher Development 14:3, pages 307-320.
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Kamini Jaipal. (2009) Re‐envisioning mentorship: pre‐service teachers and associate teachers as co‐learners. Teaching Education 20:3, pages 257-276.
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Catherine Sinclair, Geoff Munns & Helen Woodward. (2005) Get real: making problematic the pathway into the teaching profession. Asia-Pacific Journal of Teacher Education 33:2, pages 209-222.
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Kerryann Walsh & Leona Elmslie. (2005) Practicum pairs: an alternative for first field experience in early childhood teacher education. Asia-Pacific Journal of Teacher Education 33:1, pages 5-21.
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DebraJ. Ackerman. (2004) What do teachers need? Practitioners' perspectives on early childhood professional development. Journal of Early Childhood Teacher Education 24:4, pages 291-301.
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Michael T. Hayes. (2002) Elementary Preservice Teachers' Struggles to Define Inquiry-Based Science Teaching. Journal of Science Teacher Education 13:2, pages 147-165.
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Articles from other publishers (15)
Simone White & Amanda Berry. 2023. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
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Clara Kuhn, Gerda Hagenauer & Alexander Gröschner. (2022) “Because you always learn something new yourself!” An expectancy-value-theory perspective on mentor teachers' initial motivations. Teaching and Teacher Education 113, pages 103659.
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Simone White & Amanda Berry. 2020. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
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Hoa Thi Mai NguyenHoa Thi Mai Nguyen. 2017. Models of Mentoring in Language Teacher Education. Models of Mentoring in Language Teacher Education
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Christopher Naughton. (2015) A Reflection on Bakhtin’s ‘Epic and Novel’ in the Context of Early Childhood Student Teachers’ Practicum. Studies in Philosophy and Education 35:1, pages 93-101.
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Vassilios Makrakis. 2012. Research on e-Learning and ICT in Education. Research on e-Learning and ICT in Education
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Carole G. Basile & Cindy Gutierrez. (2011) Universities, Schools, and Communities: A New Generation of Professional Development School Roles, Structures, and Governance. Teachers College Record: The Voice of Scholarship in Education 113:14, pages 511-530.
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Tina Varma, Mark Volkmann & Deborah Hanuscin. (2009) Preservice elementary teachers’ perceptions of their understanding of inquiry and inquiry-based science pedagogy: Influence of an elementary science education methods course and a science field experience. Journal of Elementary Science Education 21:4, pages 1-22.
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Heidi L. Iverson, Mark A Lewis & Robert M. TalbotIIIIII. (2008) Building a framework for determining the authenticity of instructional tasks within teacher education programs. Teaching and Teacher Education 24:2, pages 290-302.
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Sally Murray, Joce Nuttall & Jane Mitchell. (2008) Research into initial teacher education in Australia: A survey of the literature 1995–2004. Teaching and Teacher Education 24:1, pages 225-239.
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Catherine Sinclair, Martin Dowson & Judith Thistleton-Martin. (2006) Motivations and profiles of cooperating teachers: Who volunteers and why?. Teaching and Teacher Education 22:3, pages 263-279.
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Marion Sanders, Martin Dowson & Catherine Sinclair. (2022) What Do Associate Teachers Do Anyway? A Comparison of Theoretical Conceptualizations in the Literature and Observed Practices in the Field. Teachers College Record: The Voice of Scholarship in Education 107:4, pages 706-738.
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Mavis Haigh & Gillian Ward. (2016) Problematising Practicum Relationships: Questioning the ‘Taken for Granted’. Australian Journal of Education 48:2, pages 134-148.
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Sylvia Yee Fan Tang. (2003) Challenge and support: the dynamics of student teachers’ professional learning in the field experience. Teaching and Teacher Education 19:5, pages 483-498.
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Jodi J. Haney & Julia McArthur. (2002) Four case studies of prospective science teachers' beliefs concerning constructivist teaching practices. Science Education 86:6, pages 783-802.
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