Citations (61)
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Rebecca West Burns, Craigory Nieman, Alyssa Batastini, Amber Brown, Olwyn Watson, Daina Kelly & Arwa Alazwari. (2023) Examining Standards Across Five K-12 Academic Disciplines in the United States: Similarities, Distinctions, and Implications for Teacher Preparation. Action in Teacher Education 45:4, pages 355-372.
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Gerry Czerniawski, Ainat Guberman, Ann MacPhail & Eline Vanassche. (2023) Identifying school-based teacher educators’ professional learning needs: an international survey. European Journal of Teacher Education 0:0, pages 1-16.
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Luke Jones. (2023) The ‘Teacher Research Group’ as a collaborative model of professional learning. Educational Action Research 31:3, pages 409-423.
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Chris North, Kevin Patton & Maura Coulter. (2022) Negotiating tensions in identity: from physical education teacher educator to academic leader. Sport, Education and Society 27:6, pages 703-716.
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Neha Miglani. (2022) ‘Pedagogic bodies’: embodied teaching-learning in the field of well-being. International Studies in Sociology of Education 0:0, pages 1-21.
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Lieke Jager, Eddie Denessen, Antonius Cillessen & Paulien C. Meijer. (2022) Capturing instructional differentiation in educational research: investigating opportunities and challenges. Educational Research 64:2, pages 224-241.
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Rupert Knight & Stefanie Sullivan. (2022) Developing a framework for initial teacher education: route map or reflective tool?. Journal of Education for Teaching 48:2, pages 146-158.
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Roeland M. van der Rijst, Antonia M. Lamers & Wilfried F. Admiraal. (2022) Addressing student challenges in transnational education in Oman: the importance of student interaction with teaching staff and Peers. Compare: A Journal of Comparative and International Education 0:0, pages 1-17.
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Mats Hordvik, Anders Lund Haugen, Berit Engebretsen, Lasse Møller & Tim Fletcher. (2021) A collaborative approach to teaching about teaching using models-based practice: developing coherence in one PETE module. Physical Education and Sport Pedagogy 26:5, pages 433-447.
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Edith C. J. Roefs, Yvonne A. M. Leeman, Ida E. Oosterheert & Paulien C. Meijer. (2021) Secondary school students’ experiences of presence in daily classroom practice. Cambridge Journal of Education 51:4, pages 411-432.
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Nicole Brunker & Marissa Lombardo. (2021) Ripples of hope: learning to support student behaviour from the pedagogical practice of a flexi-school for marginalised youth. Journal of Peace Education 18:1, pages 27-47.
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Neus (Snowy) Evans & Jo-Anne Ferreira. (2020) What does the research evidence base tell us about the use and impact of sustainability pedagogies in initial teacher education?. Environmental Education Research 26:1, pages 27-42.
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Tim Fletcher, Déirdre Ní Chróinín & Mary O’Sullivan. (2019) Developing deep understanding of teacher education practice through accessing and responding to pre-service teacher engagement with their learning. Professional Development in Education 45:5, pages 832-847.
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Sarah N. Snyder, Kendra-Ann Pitt, Fady Shanouda, Jijian Voronka, Jenna Reid & Danielle Landry. (2019) Unlearning through Mad Studies: Disruptive pedagogical praxis. Curriculum Inquiry 49:4, pages 485-502.
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Linda Enow & Andrew Goodwyn. (2018) The invisible plan: how English teachers develop their expertise and the special place of adapting the skills of lesson planning. English in Education 52:2, pages 120-134.
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Déirdre Ní Chróinín, Tim Fletcher & Mary O’Sullivan. (2018) Pedagogical principles of learning to teach meaningful physical education. Physical Education and Sport Pedagogy 23:2, pages 117-133.
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Tim Fletcher, Déirdre Ní Chróinín, Caitlin Price & Nancy Francis. (2018) Teacher educators’ enactment of pedagogies that prioritise learning about meaningful physical education. Curriculum Studies in Health and Physical Education 9:1, pages 76-89.
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Insook Han, Won Sug Shin & Yujung Ko. (2017) The effect of student teaching experience and teacher beliefs on pre-service teachers’ self-efficacy and intention to use technology in teaching. Teachers and Teaching 23:7, pages 829-842.
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Kerry Renwick. (2017) Same same but different: curriculum representations of health education. Asia-Pacific Journal of Health, Sport and Physical Education 8:3, pages 273-288.
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Chris North. (2017) Swinging between infatuation and disillusionment: learning about teaching teachers through self-study. Physical Education and Sport Pedagogy 22:4, pages 390-402.
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Tim Fletcher, Déirdre Ní Chróinín & Mary O’Sullivan. (2016) A Layered Approach to Critical Friendship as a Means to Support Pedagogical Innovation in Pre-service Teacher Education. Studying Teacher Education 12:3, pages 302-319.
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Ömer Şahin, Burçin Gökkurt & Yasin Soylu. (2016) Examining prospective mathematics teachers' pedagogical content knowledge on fractions in terms of students' mistakes. International Journal of Mathematical Education in Science and Technology 47:4, pages 531-551.
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Jan M. Westrick & Gary A. Morris. (2016) Teacher education pedagogy: disrupting the apprenticeship of observation. Teaching Education 27:2, pages 156-172.
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Effie Maclellan. (2015) New perspectives in primary education: meaning and purpose in learning and teaching. Education 3-13 43:5, pages 595-598.
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Tim Fletcher & Shawn M. Bullock. (2015) Reframing pedagogy while teaching about teaching online: a collaborative self-study. Professional Development in Education 41:4, pages 690-706.
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Effie Maclellan. (2015) Updating understandings of ‘teaching’: taking account of learners' and teachers' beliefs. Teaching in Higher Education 20:2, pages 171-182.
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Carl Marnewick. (2023) Student experiences of project-based learning in agile project management education. Project Leadership and Society 4, pages 100096.
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Tim Fletcher & Alex Beckey. (2023) Teaching about planning in pre-service physical education teacher education: A collaborative self-study. European Physical Education Review 29:3, pages 389-404.
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L. O. Enow. (2023) How efficiently are we using our understanding of the tacit dimension of teaching?. Review of Education 11:2.
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Thirusellvan Vandeyar. (2020) A window to teachers’ ICT practices: Discerning between teaching and the complex science of pedagogy. Ensaio: Avaliação e Políticas Públicas em Educação 28:109, pages 982-1011.
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Tim Fletcher, Déirdre Ní Chróinín, Mary O’Sullivan & Stephanie Beni. (2020) Pre-service teachers articulating their learning about meaningful physical education. European Physical Education Review 26:4, pages 885-902.
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Thirusellvan Vandeyar. (2020) The academic turn: Social media in higher education. Education and Information Technologies 25:6, pages 5617-5635.
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Neil Hooley. (2020) Reconstructing curriculum as philosophy of practice. Curriculum Perspectives 40:2, pages 123-130.
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Erna YAYUK & H. HUSAMAH. (2020) The Difficulties of Prospective Elementary School Teachers in Item Problem Solving for Mathematics: Polya’s Steps. Journal for the Education of Gifted Young Scientists 8:1, pages 361-368.
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Maria Coady, M. David Miller, Zeyuan Jing, Deon Heffington, Mark Lopez, Aleksandra Olszewska, Ester De Jong, Tuba Yilmaz & Raisa Ankeny. (2019) Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching. TESOL Quarterly 54:1, pages 173-200.
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Marcelle A. Siegel, Suleyman Cite, Nilay Muslu, Christopher D. Murakami, Shannon M. Burcks, Kemal Izci & Phuong D. Nguyen. (2019) Attending to assessment problems of practice during community-centered professional development. International Journal of Educational Research 95, pages 190-199.
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William Thatcher & Helen Meyer. (2017) Identifying Initial Conceptions of Engineering and Teaching Engineering. Education Sciences 7:4, pages 88.
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