References
- Aderibigbe, S., D. S. Gray, and L. Colucci-Gray. 2018. “Understanding the Nature of Mentoring Experiences Between Teachers and Student Teachers.” International Journal of Mentoring & Coaching in Education 7 (1): 54–71. https://doi.org/10.1108/IJMCE-04-2017-0028.
- Aspfors, J., and T. Bondas. 2013. “Caring About Caring: Newly Qualified teachers’ Experiences of Their Relationships within the School community.” Teachers & Teaching 19 (3): 243–259. https://doi.org/10.1080/13540602.2012.754158.
- Bjørndal, C. R. 2020. “Student teachers’ Responses to Critical Mentor Feedback: A Study of Face-Saving Strategies in Teaching placements.” Teaching and Teacher Education 91:1–12. https://doi.org/10.1016/j.tate.2020.103047.
- Charmaz, K. 2014. Constructing Grounded Theory. 2nd ed. Thousand Oaks, CA, USA: Sage.
- Charon, J. M. 2001. Symbolic Interactionism: An Introduction, an Interpretation, and Integration. 7th ed. Upper Saddle River, NJ, USA: Prentice Hall.
- Clarke, A., V. Triggs, and W. Nielsen. 2014. “Cooperating Teacher Participation in Teacher Education: A Review of the Literature.” Review of Educational Research 84:163–202. https://doi.org/10.3102/0034654313499618.
- Darling-Hammond, L. 2014. “Strengthening Clinical Preparation: The Holy Grail of Teacher Education.” Peabody Journal of Education 89 (4): 547–561. https://doi.org/10.1080/0161956X.2014.939009.
- Deng, L., G. Zhu, G. Li, Z. Xu, A. Rutter, and H. Rivera. 2018. “Student teachers’ Emotions, Dilemmas, and Professional Identity Formation Amid the Teaching Practicums.” The Asia-Pacific Education Researcher 27:441–453. https://doi.org/10.1007/s40299-018-0404-3.
- Donlon, E., E. McDonald, S. Fitzsimons, and P. J. Sexton. 2020. “Being and Belonging: Student-teachers’ Contextual Engagement in Schools.” Australian Journal of Teacher Education (Online) 45 (6): 95–113. https://doi.org/10.14221/ajte.2020v45n6.6.
- Draves, T. J. 2008. “’Firecrackers’ and ‘Duds’ Cooperating Music teachers’ Perspectives on Their Relationships with Student Teachers.” Journal of Music Teacher Education 18 (1): 6–15. https://doi.org/10.1177/1057083708323140.
- Fantilli, E. R., and E. D. McDougall. 2009. “A Study of Novice Teachers: Challenges and Supports in the First Years.” Teaching and Teacher Education 25 (6): 814–825. https://doi.org/10.1016/j.tate.2009.02.021.
- Fives, H., D. Hamman, and A. Olivarez. 2007. “Does Burnout Begin with Student-Teaching? Analyzing Efficacy, Burnout, and Support During the Student-Teaching Semester.” Teaching and Teacher Education 23 (6): 916–934. https://doi.org/10.1016/j.tate.2006.03.013.
- Flores, M. A., and C. Day. 2006. “Contexts Which Shape and Reshape New teachers’ Identities: A Multi-Perspective Study.” Teaching and Teacher Education 22 (2): 219–232. https://doi.org/10.1016/j.tate.2005.09.002.
- Frelin, A. 2015. “Relational Underpinnings and Professionality – a Case Study of a Teacher’s Practices Involving Students with Experiences of School Failure.” School Psychology International 36 (6): 589–604. https://doi.org/10.1177/0143034315607412.
- Glaser, B. G. 1978. Theoretical Sensitivity: Advances in the Methodology of Grounded Theory. Mill Valley, CA, USA: Sociology Press.
- Glaser, B. G. 1998. Doing Grounded Theory: Issues and Discussions. Mill Valley: Sociology Press.
- Glaser, B. G., and A. L. Strauss. 1967. The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago, IL, USA: Aldine.
- Hiller, H. H., and L. Diluzio. 2004. “The Interviewee and the Research Interview: Analysing a Neglected Dimension in Research.” Canadian Review of Sociology/Revue Canadienne de Sociologie 41 (1): 1–26. https://doi.org/10.1111/j.1755-618X.2004.tb02167.x.
- Hobson, A. J. 2016. “Judgementoring and How to Avert It: Introducing ONSIDE Mentoring for Beginning Teachers.” International Journal of Mentoring & Coaching in Education 5 (2): 87–110. https://doi.org/10.1108/IJMCE-03-2016-0024.
- Hobson, A. J., P. Ashby, A. Malderez, and P. D. Tomlinson. 2009. “Mentoring Beginning Teachers: What We Know and What We Don’t.” Teaching and Teacher Education 25 (1): 207–216. https://doi.org/10.1016/j.tate.2008.09.001.
- Hoffman, J. V., M. M. Wetzel, B. Maloch, E. Greeter, L. Taylor, S. DeJulio, and S. K. Vlach. 2015. “What Can We Learn from Studying the Coaching Interactions Between Cooperating Teachers and Preservice Teachers? A Literature Review.” Teaching and Teacher Education 52:99–112. https://doi.org/10.1016/j.tate.2015.09.004.
- Izadinia, M. 2015. “A Closer Look at the Role of Mentor Teachers in Shaping Preservice teachers’ Professional Identity.” Teaching and Teacher Education 52:1–10. https://doi.org/10.1016/j.tate.2015.08.003.
- Kokkinos, C. M., and G. Stavropoulos. 2016. “Burning Out During the Practicum: The Case of Teacher Trainees.” Educational Psychology 36 (3): 548–568. https://doi.org/10.1080/01443410.2014.955461.
- Lanas, M., and G. Kelchtermans. 2015. “This Has More to Do with Who I Am Than with My Skills: Student Teacher Subjectification in Finnish Teacher Education.” Teaching and Teacher Education 47:22–29. https://doi.org/10.1016/j.tate.2014.12.002.
- Larsson, S. 2009. “A Pluralist View of Generalization in Qualitative research.“International.” Journal of Research & Method in Education 32 (1): 25–38. https://doi.org/10.1080/17437270902759931.
- Lilach, M. 2020. “[Not] Speaking Truth to Power: Ethical Dilemmas of Teacher Candidates During Practicum.” Teaching and Teacher Education 89:1–10. https://doi.org/10.1016/j.tate.2019.103002.
- Lindqvist, H., and C. Forsberg. 2023. “Constructivist Grounded Theory and Educational Research: Constructing Theories About teachers’ Work When Analysing Relationships Between Codes.” International Journal of Research & Method in Education 46 (2): 200–210. https://doi.org/10.1080/1743727X.2022.2095998.
- Lindqvist, P., and U. K. Nordänger. 2018. ““Separating the Wheat from the Chaff” – Failures in the Practice Based Parts of Swedish Teacher Education.” International Journal of Learning, Teaching and Educational Research 17 (1): 83–103. https://doi.org/10.26803/ijlter.17.1.6.
- Lindqvist, H., R. Thornberg, and G. Colnerud. 2020. “Ethical Dilemmas at Work Placements in Teacher Education.” Teaching Education 32 (4): 403–419. https://doi.org/10.1080/10476210.2020.1779210.
- Lindqvist, H., R. Thornberg, M. Weurlander, and A. Wernerson. 2021. “Change Advocacy: Student Teachers and Beginning Teachers Coping with Emotionally Challenging Situations.” Teachers & Teaching: Theory & Practice 27 (6): 474–487. https://doi.org/10.1080/13540602.2021.1889496.
- Lindqvist, H., M. Weurlander, A. Wernerson, and R. Thornberg. 2017. “Resolving Feelings of Professional Inadequacy: Student Teachers’ Coping with Distressful Situations.” Teaching and Teacher Education 64:270–279. https://doi.org/10.1016/j.tate.2017.02.019.
- Lindqvist, H., M. Weurlander, A. Wernerson, and R. Thornberg. 2022. “Emotional Responses to Challenges to Emerging Teacher Identities in Teacher Education: Student teachers’ Perspectives on Suitability.” Journal of Education for Teaching. https://doi.org/10.1080/02607476.2022.2152982.
- Lofthouse, R., and U. Thomas. 2014. “Mentoring Student Teachers; a Vulnerable Workplace Learning Practice.” International Journal of Mentoring & Coaching in Education 3 (3): 201–218. https://doi.org/10.1108/IJMCE-03-2014-0010.
- McGraw, A., and R. Davis. 2017. “Mentoring for Pre-Service Teachers and the Use of Inquiry-Oriented Feedback.” International Journal of Mentoring & Coaching in Education 6 (1): 50–63. https://doi.org/10.1108/IJMCE-03-2016-0023.
- Orland-Barak, L. 2002. “What’s in a Case?: What mentors’ Cases Reveal About the Practice of Mentoring.” Journal of Curriculum Studies 34 (4): 451–468. https://doi.org/10.1080/00220270110091140.
- Orland-Barak, L., and S. Klein. 2005. “The Expressed and the Realized: Mentors’ Representations of a Mentoring Conversation and Its Realization in Practice.” Teaching and Teacher Education 21 (4): 379–402. https://doi.org/10.1016/j.tate.2004.05.003.
- Rozelle, J. J., and S. M. Wilson. 2012. “Opening the Black Box of Field Experiences: How Cooperating teachers’ Beliefs and Practices Shape Student teachers’ Beliefs and Practices.” Teaching and Teacher Education 28 (8): 1196–1205. https://doi.org/10.1016/j.tate.2012.07.008.
- Sumsion, J. 1998. “Stories from Discontinuing Student Teachers.” Teachers & Teaching 4 (2): 245–258. https://doi.org/10.1080/1354060980040204.
- Sädbom, R. F., J. Bäcklund, H. Anderström, and L. Manderstedt. 2019. “An Ostensible Clarity? A Study on VFU supervisors’ and Student teachers’ Descriptions of How the Assessment Matrix is Used in Supervision conversations.” [En Skenbar Tydlighet? En Studie Om VFU-Handledares Och Lärarstudenters Beskrivningar Av Hur Bedömningsmatrisen Används I Handledningssamtal.” Högre utbildning 9 (1): 48–60. https://doi.org/10.23865/hu.v9.1289.
- Thornberg, R. 2012. “Informed Grounded Theory.” Scandinavian Journal of Educational Research 56 (3): 243–259. https://doi.org/10.1080/00313831.2011.581686.
- Uitto, M., K. Jokikokko, and E. Estola. 2015. “Virtual Special Issue on Teachers and Emotions in Teaching and Teacher Education (TATE) in 1985–2014.” Teaching & Teacher Education 50:124–135. https://doi.org/10.1016/j.tate.2015.05.008.
- Universitetskanslersämbetet (UKÄ). 2015. “Evaluation of the work-based learning in teacher and pre-school teacher education” [Uppföljning av den verksamhetsförlagda utbildningen inom lärar-och förskollärarutbildningarna].” Stockholm: Rapport 2015:24.
- Wilson, A., and M. Huynh. 2020. “Mentor–Mentee Relationships as Anchors for Pre Service teachers’ Coping on Professional Placement.” International Journal of Mentoring & Coaching in Education 9 (1): 71–86. https://doi.org/10.1108/IJMCE-04-2019-0052.
- Zembylas, M. 2007. “Theory and Methodology in Researching Emotions in Education.” International Journal of Research & Method in Education 30 (1): 57–72. https://doi.org/10.1080/17437270701207785.