References
- Bautista, N., T. Misco, and S. J. Quaye. 2018. “Early Childhood Open-Mindedness: An Investigation into Preservice Teachers’ Capacity to Address Controversial Issues.” Journal of Teacher Education 69 (2): 154–168. doi:https://doi.org/10.1177/0022487117702575.
- Cahill, H., J. Coffey, L. M. Davies, J. Kriewaldt, E. Freeman, D. Acquaro, A. Gowing, S. Duggan, and V. Archdall. 2016. “Learning with and From: Positioning School Students as Advisors in Pre-Service Teacher Education.” Teacher Development 20 (3): 295–312. doi:https://doi.org/10.1080/13664530.2016.1155478.
- Canrinusa, E. T., O. K. Bergema, K. Klette, and K. Hammerness. 2017. “Coherent Teacher Education Programmes: Taking a Student Perspective.” Journal of Curriculum Studies 49 (3): 313–333.
- Chan, C. 2019. “Crossing Institutional Borders: Exploring Pre-Service Teacher Education Partnerships through the Lens of Border Theory.” Teaching and Teacher Education 86: 102893. doi:https://doi.org/10.1016/j.tate.2019.102893.
- Cheng, A. Y. N., S. Y. F. Tang, and M. H. Cheng. 2016. “Changing Conceptions of Teaching: A Four-Year Learning Journey for Student Teachers.” Teachers and Teaching: Theory and Practice 22 (2): 177–197. doi:https://doi.org/10.1080/13540602.2015.1055437.
- Chick, M. 2015. “The Education of Language Teachers: Instruction or Conversation?” ELT Journal 69 (3): 297–307. doi:https://doi.org/10.1093/elt/ccv011.
- Cruickshank, K., and R. Westbrook. 2013. “Local and Global – Conflicting Perspectives? the Place of Overseas Practicum in Preservice Teacher Education.” Asia-Pacific Journal of Teacher Education 41 (1): 55–68. doi:https://doi.org/10.1080/1359866X.2012.753989.
- DeGraff, T. L., C. M. Schmidt, and J. H. Waddell. 2015. “Field-Based Teacher Education in Literacy: Preparing Teachers in Real Classroom Contexts.” Teaching Education 26 (4): 366–382. doi:https://doi.org/10.1080/10476210.2015.1034677.
- Engeström, Y. 2001. “Expansive Learning at Work: Toward an Activity Theoretical Reconceptualization.” Journal of Education and Work 14 (1): 133–156. doi:https://doi.org/10.1080/13639080020028747.
- Faez, F., and A. Valeo. 2012. “TESOL Teacher Education: Novice Teachers’ Perceptions of Their Preparedness and Efficacy in the Classroom.” TESOL Quarterly 46 (3): 450–471. doi:https://doi.org/10.1002/tesq.37.
- Farrell, T. S. C. 2012. “Novice-Service Language Teacher Development: Bridging the Gap between Preservice and In-Service Education and Development.” TESOL Quarterly 46 (3): 435–449. doi:https://doi.org/10.1002/tesq.36.
- Gaines, R., E. Choi, K. Williams, J. H. Park, D. L. Schallert, and L. Matar. 2017. “Exploring Possible Selves through Sharing Stories Online: Case Studies of Preservice Teachers in Bilingual Classrooms.” Journal of Teacher Education 69 (3): 209–224. doi:https://doi.org/10.1177/0022487117714243.
- Gao, X. S., and P. Benson. 2012. “‘Unruly Pupils’ In Pre-Service English Language Teachers’ Teaching Practicum Experiences.” Journal of Education for Teaching 38 (2): 127–140. doi:https://doi.org/10.1080/02607476.2012.656440.
- Gillespie, J. 2016. “Can Management Education Create New Model Leaders?” Management Teaching Review 1 (1): 52–57. doi:https://doi.org/10.1177/2379298115623466.
- Gilroy, P. 2017. “Pre-Service Student Teachers and Their Programmes: The Rite De Passage from Student to Master Teacher.” Journal of Education for Teaching 43 (2): 129–131. doi:https://doi.org/10.1080/07360932.2017.1286754.
- Graneheim, U. H., and B. Lundman. 2004. “Qualitative Content Analysis in Nursing Research: Concepts, Procedures and Measures to Achieve Trustworthiness.” Nurse Education Today 24: 105–112. doi:https://doi.org/10.1016/j.nedt.2003.10.001.
- Guillen, L., and K. Zeichner. 2018. “A University-Community Partnership in Teacher Education from the Perspectives of Community-Based Teacher Educators.” Journal of Teacher Education 69 (2): 140–153. doi:https://doi.org/10.1177/0022487117751133.
- Gutierrez, A. 2016. “Exploring the Becoming of Pre-Service Teachers in Paired Placement Models.” In Teacher Education: Innovation, Intervention and Impact, edited by R. Brandenburg, S. McDonough, J. Burke, and S. White, 139–155. Singapore: Springer.
- Harlow, A., and D. J. Cobb. 2014. “Planting the Seed of Teacher Identity: Nurturing Early Growth through a Collaborative Learning Community.” Australian Journal of Teacher Education 39: 70–88. doi:https://doi.org/10.14221/ajte.2014v39n7.8.
- Harry, B., K. M. Sturges, and J. K. Klingner. 2005. “Mapping the Process: An Exemplar of Process and Challenge in Grounded Theory Analysis.” Educational Researcher 34 (2): 3–13. doi:https://doi.org/10.3102/0013189X034002003.
- He, P., and A. M. Y. Lin. 2013. “Tensions in School-university Partnership and EFL Pre-service Teacher Identity Formation: A Case in Mainland China.” The Language Learning Journal 41 (20): 205–218. doi:https://doi.org/10.1080/09571736.2013.790134.
- Hennebry-Leung, M., A. Gayton, X. A. Hu, and X. H. Chen. 2019. “Transitioning from Master’s Studies to the Classroom: From Theory to Practice.” TESOL Quarterly 53 (3): 685–711.
- Heydon, E., T. Rundell, and S. Smyntek-Gworek. 2013. “Adaptive Expertise: A View from the Top and the Ascent.” Teaching Education 24 (4): 395–414.
- 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.
- Horn, I. S., and S. S. Campbell. 2015. “Developing Pedagogical Judgment in Novice Teachers: Mediated Field Experience as a Pedagogy for Teacher Education.” Pedagogies: An International Journal 10 (2): 149–176. doi:https://doi.org/10.1080/1554480X.2015.1021350.
- Jenset, I. S., K. Klette, and K. Hammerness. 2018. “Grounding Teacher Education in Practice around the World: An Examination of Teacher Education Coursework in Teacher Education Programs in Finland, Norway, and the United States.” Journal of Teacher Education 69 (2): 184–197. doi:https://doi.org/10.1177/0022487117728248.
- Johnson, K. E. 2007. “Tracing Teacher and Student Learning in Teacher-Authored Narratives.” Teacher Development 11 (2): 175–188. doi:https://doi.org/10.1080/13664530701442879.
- Mann, S., and S. Walsh. 2017. Reflective Practice in English Language Teaching: Research-Based Principles and Practices. Oxford: Taylor & Francis.
- Mergler, A. G., and D. Tangen. 2010. “Using Microteaching to Enhance Teacher Efficacy in Pre-Service Teachers.” Teaching Education 21 (2): 199–210. doi:https://doi.org/10.1080/10476210902998466.
- Mikulec, E., and A. Herrmann. 2016. “‘We Matter Just the Same’: Students and Pre-Service Teachers Working Together in an Alternative Educational Setting.” Teaching Education 27 (1): 57–71.
- Miles, M. B., A. M. Huberman, and J. Saldaña. 2014. Qualitative Data Analysis: An Expanded Sourcebook. 3rd ed. Thousand Oaks, California: Sage.
- Mosvold, R., and R. Bjuland. 2016. “Positioning in Identifying Narratives Of/about Pre-Service Mathematics Teachers in Field Practice.” Teaching and Teacher Education 58: 90–98. doi:https://doi.org/10.1016/j.tate.2016.05.005.
- Nguyen, H. T. M., and T. Loughland. 2018. “Pre-Service Teachers’ Construction of Professional Identity through Peer Collaboration during Professional Experience: A Case Study in Australia.” Teaching Education 29 (1): 81–97. doi:https://doi.org/10.1080/10476210.2017.1353965.
- Quartz, K. H., R. S. Weinstein, G. Kaufman, H. Levine, H. Mehan, M. J. Z. Pollock, J. D. Priselac, and F. C. Worrell. 2017. “University-Partnered New School Designs: Fertile Ground for Research–Practice Partnerships.” Educational Researcher 46 (3): 143–146. doi:https://doi.org/10.3102/0013189X17703947.
- Ronfeldt, M., N. Schwartz, and B. Jacob. 2014. “Does Preservice Preparation Matter? Examining Old Questions in New Ways.” Teachers College Record 116 (10): 1–46.
- Russell, T., S. McPherson, and A. Martin. 2001. “Coherence and Collaboration in Teacher Education Reform.” Canadian Journal of Education 26 (1): 37–55. doi:https://doi.org/10.2307/1602144.
- Sim, C. 2011. “‘You’ve either Got [It] or You Haven’t’ – Conflicted Supervision of Preservice Teachers.” Asia-Pacific Journal of Teacher Education 39: 139–149. doi:https://doi.org/10.1080/1359866X.2011.560653.
- Strauss, A., and J. Corbin. 1998. Basics of Qualitative Research. second ed. Thousand Oaks, CA: Sage.
- Wang, F., and A. Clark. 2014. “The Practicum Experiences of English Language Major Student Teachers during a Period of Profound Curriculum Reform in China.” International Journal of Educational Development 36: 108–116. doi:https://doi.org/10.1016/j.ijedudev.2013.10.001.
- Wenger, E. 1998. Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.
- Yan, C. M. 2017. “‘You Never Know What Research Is like unless You’ve Done It!’ Action Research to Promote Collaborative Student-Teacher Research.” Educational Action Research 25 (5): 704–719. doi:https://doi.org/10.1080/09650792.2016.1245155.
- Yan, C. M., and C. J. He. 2015. “‘We are Left in Limbo!’: Chinese EFL Student Teachers’ Teaching Practicum Experience.” Frontiers of Education in China 10 (2): 226–250. doi:https://doi.org/10.3868/s110-004-015-0016-5.
- Yoon, J., and J. Kim. 2018. “A Sociocultural Theoretical Approach to Understanding Mentor–Mentee Interactions during A Teaching English as A Second Language Practicum at the Master’s Degree Level.” Mentoring & Tutoring: Partnership in Learning 27 (3): 1–21. doi:https://doi.org/10.1080/13611267.2019.1583411.
- Yuan, R. 2017. “Appropriating National Curriculum Standards in Classroom Teaching: Experiences of Novice Language Teachers in China.” International Journal of Educational Research 83: 55–64. doi:https://doi.org/10.1016/j.ijer.2017.02.011.
- Zhou, J. 2014. “Teacher Education Changes in China: 1974–2014.” Journal of Education for Teaching 40 (5): 507–523.