Towards a better understanding of psychological needs of student teachers during field experiences

References

• Abell, S. K., D. R. Dillon, C. J. Hopkins, W. D. McInerney, and D. G. O’Brien. 1995. “‘Somebody to Count On’: Mentor/Intern Relationships in a Beginning Teacher Internship Program.” Teaching and Teacher Education 11 (2): 173–188. doi:10.1016/0742-051X(94)00025-2.
   Web of Science ®Google Scholar
• Alberta Teachers’ Association. 2003. Mentoring Beginning Teachers. Program Handbook. Alberta: Alberta Teachers’ Association.
   Google Scholar
• Aldrup, K., U. Klusmann, and O. Lüdtke. 2017. “Does Basic Need Satisfaction Mediate the Link between Stress Exposure and Well-being? A Diary Study among Beginning Teachers.” Learning and Instruction 50: 21–30. doi:10.1016/j.learninstruc.2016.11.005.
   Web of Science ®Google Scholar
• Alexander, P. A. 2008. “Charting the Course for the Teaching Profession: The Energizing and Sustaining Role of Motivational Forces.” Learning and Instruction 18 (5): 483–491. doi:10.1016/j.learninstruc.2008.06.006.
   Web of Science ®Google Scholar
• Arnold, K.-H., A. Gröschner, and T. Hascher. 2014. “Pedagogical Field Experiences in Teacher Education: Introduction to the Research Area.” In Pedagogical Field Experiences in Teacher Education: Theoretical Foundations, Programmes, Processes, and Effects, edited by K.-H. Arnold, A. Gröschner, and T. Hascher, 11–28. Münster and New York: Waxmann.
   Google Scholar
• Arslan, A. 2017. “Basic Needs as Predictors of Prospective Teachers’ Self-Actualization.” Universal Journal of Educational Research 5 (6): 1045–1050. doi:10.13189/ujer.2017.050618.
   Google Scholar
• Ashforth, B. E., and A. M. Saks. 1996. “Socialization Tactics: Longitudinal Effects on Newcomer Adjustment.” Academy of Management Journal 39 (1): 149–178.
   Web of Science ®Google Scholar
• Baard, P. P., E. L. Deci, and R. M. Ryan. 2004. “Intrinsic Need Satisfaction: A Motivational Basis of Performance and Well-being in Two Work Settings.” Journal of Applied Social Psychology 34: 2045–2068. doi:10.1111/j.1559-1816.2004.tb02690.x.
   Web of Science ®Google Scholar
• Bach, A. 2013. Kompetenzentwicklung im Schulpraktikum [Competence Development during Field Experiences]. Münster: Waxmann.
   Google Scholar
• Bach, A., K.-S. Besa, and K.-H. Arnold. 2014. “Conditions of Learning Processes during Internships: Results from the Project TSDI (Teacher Student Development in Internships).” In Pedagogical Field Experiences in Teacher Education: Theoretical Foundations, Programmes, Processes, and Effects, edited by K.-H. Arnold, A. Gröschner, and T. Hascher, 165–183. Münster: Waxmann.
   Google Scholar
• Ball, D. L., and F. M. Forzani. 2009. “The Work of Teaching and the Challenge for Teacher Education.” Journal of Teacher Education 60 (5): 497–511. doi:10.1177/0022487109348479.
   Google Scholar
• Ball, D. L., and F. M. Forzani. 2011. “Building a Common Core for Learning to Teach and Connecting Professional Learning to Practice.” American Educator 35 (2): 17–21.
   Google Scholar
• Ball, D. L., L. Sleep, T. A. Boerst, and H. Bass. 2009. “Combining the Development of Practice and the Practice of Development.” The Elementary School Journal 109 (5): 458–474. doi:10.1086/596996.
   Web of Science ®Google Scholar
• Barcelos, A. M. F. 2016. “Student Teachers’ Beliefs and Motivation, and the Shaping of Their Professional Identities.” In Beliefs, Agency and Identity in Foreign Language Learning and Teaching, edited by P. Kalaja, A. M. F. Barcelos, M. Aro, and M. Ruohotie-Lyhty, 71–96. London: Palgrave Macmillan.
   Google Scholar
• Beck, C., and C. Kosnik. 2002. “Components of a Good Practicum Placement: Student Teacher Perceptions.” Teacher Education Quarterly 29 (2): 81–98.
   Google Scholar
• Bess, J. L. 1977. “The Motivation to Teach.” The Journal of Higher Education 48 (3): 243–258. doi:10.2307/1978679.
   Web of Science ®Google Scholar
• Betoret, F. D., S. Lloret, and A. Gómez-Artiga. 2015. “Teacher Support Resources, Need Satisfaction and Well-Being.” Spanish Journal of Psychology 18 (6): 1–12.
   Google Scholar
• Blume, B. D., J. K. Ford, T. T. Baldwin, and J. L. Huang. 2010. “Transfer of Training: A Meta-Analytic Review.” Journal of Management 36 (4): 1065–1105. doi:10.1177/0149206309352880.
   Web of Science ®Google Scholar
• Blumenfeld, P. C., T. M. Kempler, and J. S. Krajcik. 2006. “Motivation and Cognitive Engagement in Learning Environments.” In The Cambridge Handbook of the Learning Sciences, edited by R. K. Sawyer, 475–488. Cambridge: Cambridge University Press.
   Google Scholar
• Caires, S., L. Almeida, and D. Vieira. 2012. “Becoming a Teacher: Student Teachers’ Experiences and Perceptions about Teaching Practice.” European Journal of Teacher Education 35 (2): 163–178. doi:10.1080/02619768.2011.643395.
   Web of Science ®Google Scholar
• Carson, R. L., H. M. Weiss, and T. J. Templin. 2010. “Ecological Momentary Assessment: A Research Method for Studying the Daily Lives of Teachers.” International Journal of Research and Method in Education 33 (2): 165–182. doi:10.1080/1743727X.2010.484548.
   Google Scholar
• Cohen, J. 1992. “A Power Primer.” Psychological Bulletin 112: 155–159. doi:10.1037/0033-2909.112.1.155.
   PubMed Web of Science ®Google Scholar
• Conley, S., and S. A. Woosley. 2000. “Teacher Role Stress, Higher Order Needs and Work Outcomes.” Journal of Educational Administration 38 (2): 179–201. doi:10.1108/09578230010320163.
   Google Scholar
• Deci, E. L., and R. M. Ryan. 2014. “The Importance of Universal Psychological Needs for Understanding Motivation in the Workplace.” In The Oxford Handbook of Work Engagement, Motivation, and Self-Determination Theory, edited by M. Gagne, 13–32. New York: Oxford University Press.
   Google Scholar
• Deci, E. L., and R. M. Ryan. 2000. “The ‘What’ and ‘Why’ of Goal Pursuits: Human Needs and the Self-Determination of Behaviour.” Psychological Inquiry 11 (4): 227–268. doi:10.1207/S15327965PLI1104_01.
   Web of Science ®Google Scholar
• Deci, E. L., and R. M. Ryan. 2008. “Facilitating Optimal Motivation and Psychological Well-Being across Life’s Domains.” Canadian Psychology 49: 14–23. doi:10.1037/0708-5591.49.1.14.
   Web of Science ®Google Scholar
• Devos, C., X. Dumay, M. Bonami, R. Bates, and E. F. Holton III. 2007. “The Learning Transfer System Inventory (LTSI) Translated into French: Internal Structure and Predictive Validity.” International Journal of Training and Development 11 (3): 181–199. doi:10.1111/ijtd.2007.11.issue-3.
   Google Scholar
• Edwards, A., and L. Protheroe. 2004. “Teaching by Proxy: Understanding How Mentors are Positioned in Partnerships.” Oxford Review of Education 30 (2): 183–197. doi:10.1080/0305498042000215511.
   Web of Science ®Google Scholar
• Enders, C. K. 2010. Applied Missing Data Analysis. New York: Guilford Press.
   Google Scholar
• Evelein, F., F. Korthagen, and M. Brekelmans. 2008. “Fulfilment of the Basic Psychological Needs of Student Teachers during Their First Teaching Experiences.” Teaching and Teacher Education 24 (5): 1137–1148. doi:10.1016/j.tate.2007.09.001.
   Web of Science ®Google Scholar
• Ferrier-Kerr, J. L. 2009. “Establishing Professional Relationships in Practicum Settings.” Teaching and Teacher Education 25 (6): 790–797. doi:10.1016/j.tate.2009.01.001.
   Web of Science ®Google Scholar
• Filak, V. F., and K. M. Sheldon. 2003. “Student Psychological Need Satisfaction and College Teacher-Course Evaluations.” Educational Psychology 23 (3): 235–247. doi:10.1080/0144341032000060084.
   Google Scholar
• Forzani, F. M. 2014. “Understanding ‘Core Practices’ and ‘Practice-based’ Teacher Education: Learning from the Past.” Journal of Teacher Education 65 (4): 357–368. doi:10.1177/0022487114533800.
   Web of Science ®Google Scholar
• Ghazi, S. R., and I. U. Khan. 2013. “Teachers’ Need Satisfaction and Their Performance in Secondary Schools of Khyber Pakhtunkhwa, Pakistan.” Asian Journal of Social Sciences and Humanities 2 (3): 87–94.
   Google Scholar
• Glazerman, S., E. Isenberg, S. Dolfin, M. Bleeker, A. Johnson, M. Grider, and M. Jacobus. 2010. “Impacts of Comprehensive Teacher Induction. Final Results from a Randomized Controlled Study.” Accessed 5 January 2019. http://ies.ed.gov/ncee
   Google Scholar
• Hammerness, K., L. Darling-Hammond, J. Bransford, D. Berliner, M. Cochran-Smith, M. McDonald, and K. Zeichner. 2005. “How Teachers Learn and Develop.” In Preparing Teachers for a Changing World, edited by L. Darling-Hammond and J. Brandsford, 358–390. San Francisco: Jossey-Bass.
   Google Scholar
• Han, J., and H. Yin. 2016. “Teacher Motivation: Definition, Research Development and Implications for Teachers.” Cogent Education 3 (1): 1–18. doi:10.1080/2331186X.2016.1217819.
   Google Scholar
• Hascher, T. 2012. “Lernfeld Praktikum – Evidenzbasierte Entwicklungen in der Lehrer/innenbildung.” [ Learning Setting Student Teaching – Evidence-based Developments in Teacher Education.] Zeitschrift für Bildungsforschung 2: 109–129. doi:10.1007/s35834-012-0032-6.
   Google Scholar
• Hascher, T., and P. Moser. 2001. “Betreute Praktika – Anforderungen an Praktikumslehrerinnen und -lehrer.” [ Supervised Field Experiences – Requirements for Teachers and Mentors.] Beiträge zur Lehrerbildung 19: 217–231.
   Google Scholar
• Helman, L. 2006. “What’s in a Conversation? Mentoring Stances in Coaching Conversations and How They Matter: Developing New Leaders for New Teachers.” In Mentors in the Making. Developing New Leaders for New Teachers, edited by B. Achinstein and S. Z. Athanases, 69–82. New York: Teachers College Press.
   Google Scholar
• 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. doi:10.1016/j.tate.2008.09.001.
   Web of Science ®Google Scholar
• Hudson, P. 2012. “How Can Schools Support Beginning Teachers? A Call for A Timely Induction and Mentoring for Effective Teaching.” Australian Journal for Teacher Education 37 (7): 71–84. doi:10.14221/ajte.2012v37n7.1.
   Google Scholar
• Ida, M., P. E. Shrout, J. P. Laurenceau, and N. Bolger. 2012. “Using Diary Methods in Psychological Research.” In APA Handbook of Research Methods in Psychology. Foundations, Planning, Measures and Psychometrics, edited by H. Cooper, 277–305. Washington, DC: American Psychological Association.
   Google Scholar
• Imhoff, M. 2006. Portfolio und Reflexives Schreiben in der Lehramtsausbildung [Portfolio and Reflective Writing in Teacher Education]. Tönning, Lübeck, Marburg: Der Andere Verlag.
   Google Scholar
• Ingersoll, R. M., and T. M. Smith. 2004. “Do Teacher Induction and Mentoring Matter?” NASSP Bulletin 88 (638): 22–40. doi:10.1177/019263650408863803.
   Google Scholar
• Jardine, D., and J. Field. 1992. “‘Disproportion, Monstrousness, and Mystery’: Ecological and Ethical Reflections on the Initiation of Student Teachers into the Community of Education.” Teaching and Teacher Education 8 (3): 301–310. doi:10.1016/0742-051X(92)90028-2.
   Web of Science ®Google Scholar
• Keller-Schneider, M. 2016. “Student Teachers’ Motivation Matters!” Bulletin of the Transilvania University of Brasov 9 (58): 2–10.
   Google Scholar
• Klassen, R. M., N. E. Perry, and A. C. Frenzel. 2012. “Teachers’ Relatedness with Students: An Underemphasized Component of Teachers’ Basic Psychological Needs.” Journal of Educational Psychology 104 (1): 150–165. doi:10.1037/a0026253.
   Web of Science ®Google Scholar
• Korthagen, F. A. J., and F. G. Evelein. 2016. “Relations between Student Teachers’ Basic Needs Fulfillment and Their Teaching Behavior.” Teaching and Teacher Education 60: 234–244. doi:10.1016/j.tate.2016.08.021.
   Web of Science ®Google Scholar
• Korthagen, F. A. J., J. Kessels, B. Koster, B. Lagerwerf, and T. Wubbels. 2001. Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Kuzmic, J. 1994. “A Beginning Teacher’s Search for Meaning: Teacher Socialization, Organizational Literacy, and Empowerment.” Teaching and Teacher Education 10 (1): 15–27. doi:10.1016/0742-051X(94)90037-X.
   Web of Science ®Google Scholar
• Lalitpasan, U., S. Wongwanich, and S. Suwanmonka. 2014. “Career Preparation: Identification of Student Teachers’ Needs in the School-to-Work Transition.” Procedia – Social and Behavioral Sciences 116: 3405–3409. doi:10.1037/0022-0663.94.1.186.
   Google Scholar
• Lee, J., and S. Feng. 2007. “Mentoring Support and the Professional Development of Beginning Teachers: A Chinese Perspective.” Mentoring & Tutoring: Partnership in Learning 15 (3): 243–262. doi:10.1080/13611260701201760.
   Google Scholar
• Malmberg, L.-E. 2006. “Goal Orientation and Teacher Motivation among Teacher Applicants and Student Teachers.” Teaching and Teacher Education 22 (1): 58–76. doi:10.1016/j.tate.2005.07.005.
   Web of Science ®Google Scholar
• Maslow, A. 1943. “A Theory of Human Motivation.” Psychological Review 50 (4): 370–396. doi:10.1037/h0054346.
   Web of Science ®Google Scholar
• McDonald, M., E. Kazemi, M. Kelley-Petersen, K. Mikilasy, J. Thompson, S. W. Valencia, and M. Windschitl. 2014. “Practice Makes Practice: Learning to Teach in Teacher Education.” Peabody Journal of Education 89: 500–515. doi:10.1080/0161956X.2014.938997.
   Google Scholar
• McNally, J., P. Cope, B. Inglis, and I. Stronach. 1997. “The Student Teacher in School: Conditions for Development.” Teaching and Teacher Education 13 (5): 485–498. doi:10.1016/S0742-051X(96)00057-1.
   Web of Science ®Google Scholar
• Mcneil, M., A. W. Hood, P. Y. Kurtz, J. S. Thousand, and A. I. Nevin. 2006. “A Self-Actualization Model for Teacher Induction into the Teaching Profession: Accelerating the Professionalization of Beginning Teachers.” Paper presented at the annual meeting of the Teacher Education Division, Council for Exceptional Children, San Diego, CA, November 21–24.
   Google Scholar
• Meyer, B. E., and E. Kiel. 2014. “Wie Lehramtsstudierende ihr Praktikum erleben – Selbstbildbeschädigung, Selbstbildbestärkung und Entwicklung.” [ How Pre-Service Teachers Experience Internships – Damage, Affirmation and Development of Self-Perception.] Zeitschrift für Bildungsforschung 4 (1): 23–41. doi:10.1007/s35834-013-0075-3.
   Google Scholar
• Ní Bhroin, Ó., and F. King. 2020. “Teacher Education for Inclusive Education: A Framework for Developing Collaboration for the Inclusion of Students with Support Plans.” European Journal of Teacher Education 43 (1): 38–63. doi:10.1080/02619768.2019.1691993.
   Web of Science ®Google Scholar
• Olcar, D. 2015. “Teacher’s Life Goals and Well-Being: Mediating Role of Basic Psychological Needs and Flow.” PhD diss., University of Zagreb. Accessed 5 January 2019. https://tinyurl.com/ydf9rgya
   Google Scholar
• Oosterheert, I. E., and J. D. Vermunt. 2001. “Individual Differences in Learning to Teach – Relating, Cognition, Regulation and Affect.” Learning and Instruction 11 (2): 133–156. doi:10.1016/S0959-4752(00)00019-0.
   Web of Science ®Google Scholar
• Ostinelli, G. 2016. “The Many Forms of Research-informed Practice: A Framework for Mapping Diversity.” European Journal of Teacher Education 39 (5): 534–549. doi:10.1080/02619768.2016.1252913.
   Web of Science ®Google Scholar
• Palak, Z., and B. Papuda-Dolinska. 2015. “Self-Actualisation as an Essential Dimension of Professional Competence of Special Teacher.” Annales Universitatis Mariae Curie – Sklodowska 17 (2): 9–27.
   Google Scholar
• Pelletier, L. G., C. Se´guin-Le´vesque, and L. Legault. 2002. “Pressure from above and Pressure from below as Determinants of Teachers’ Motivation and Teaching Behaviors.” Journal of Educational Psychology 94 (1): 186–196. doi:10.1037/0022-0663.94.1.186.
   Web of Science ®Google Scholar
• Poom-Valickis, K., K. Rumma, D. Francesconi, and K. Joosu. 2017. “Relations between Student Teachers’ Basic Needs Fulfillment, Study Motivation, and Ability Beliefs.” Paper presented at the 8th International Conference on Education and Educational Psychology, Portugal, October 11–14.
   Google Scholar
• Protzel, M., B. Dreer, and E. Hany. 2017. “Studienangebote zur Entwicklung von Handlungs-, Begründungs- und Reflexionskompetenzen. Das Praktikumskonzept der Erfurter Lehrerinnen- und Lehrerbildung.” [Elements of Pre-Service Teacher Education Fostering Competencies Central to Performance, Reasoning and Reflection.] In Konzeptionelle Perspektiven Schulpraktischer Studien, edited by U. Fraefel and A. Seel, 91–104. Münster: Waxmann.
   Google Scholar
• Putnam, R. T., and H. Borko. 2000. “What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning?” Educational Researcher 29 (1): 4–15. doi:10.3102/0013189X029001004.
   Google Scholar
• Reeve, J., and Y.-L. Su. 2014. “Teacher Motivation.” In The Oxford Handbook of Work Engagement, Motivation, and Self-Determination Theory, edited by M. Gagne, 349–362. New York: Oxford University Press.
   Google Scholar
• Reeve, J., E. Bolt, and Y. Cai. 1999. “Autonomy-Supportive Teachers: How They Teach and Motivate Students.” Journal of Educational Psychology 91 (3): 3537–3548. doi:10.1037/0022-0663.91.3.537.
   Web of Science ®Google Scholar
• Richardson, P. W., and H. G. Watt. 2018. “Teacher Professional Identity and Career Motivation: A Lifespan Perspective: Mapping Challenges and Innovations.” In Research on Teacher Identity – Mapping Challenges and Innovations, edited by P. A. Schutz, J. Hong, and D. C. Francis, 37–48. Cham: Springer International Publishing.
   Google Scholar
• Rißmann, J., U. Feine, and U. Schramm. 2013. “Vom Schüler zum Lehrer – Biografische Selbstreflexion in der Lehramtsausbildung.” [From Student to Teacher – Biographical Self-Reflection during Teacher Education.] In Professionalisierung Durch Trainings, edited by B. Jürgens and B. Krause, 125–137. Aachen: Shaker.
   Google Scholar
• Roth, G., S. Assor, Y. Kanat-Maymon, and H. Kaplan. 2007. “Autonomous Motivation for Teaching: How Self-Determined Teaching May Lead to Self-Determined Learning.” Journal of Educational Psychology 99 (4): 761–774. doi:10.1037/0022-0663.99.4.761.
   Web of Science ®Google Scholar
• Rovai, A. P., M. J. Whighting, J. D. Baker, and L. D. Grooms. 2009. “Development of an Instrument to Measure Perceived Cognitive, Affective, and Psychomotor Learning in Traditional and Virtual Classroom Higher Education Settings.” The Internet and Higher Education 12 (1): 7–13. doi:10.1016/j.iheduc.2008.10.002.
   Web of Science ®Google Scholar
• Ryan, R. M., and E. L. Deci. 2000. “The Darker and Brighter Sides of Human Existence: Basic Psychological Needs as a Unifying Concept.” Psychological Inquiry 11 (4): 319–338. doi:10.1207/S15327965PLI1104_03.
   Web of Science ®Google Scholar
• Sayeski, K. L., and K. J. Paulsen. 2012. “Student Teacher Evaluations of Cooperating Teachers as Indices of Effective Mentoring.” Teacher Education Quarterly 39 (2): 48–67.
   Google Scholar
• Schmitz, G. S., and R. Schwarzer. 2000. “Selbstwirksamkeitserwartungen von Lehrern: Längsschnittbefunde mit einem neuen Instrument.” [ Perceived Self-Efficacy of Teachers: Longitudinal Findings with a New Instrument.] Zeitschrift für Pädagogische Psychologie 14 (1): 12–25. doi:10.1024//1010-0652.14.1.12.
   Web of Science ®Google Scholar
• Schubarth, W., K. Speck, A. Seidel, and M. Wendland. 2009. “Unterrichtskompetenzen bei Referendaren und Studierenden. Empirische Befunde der Potsdamer Studien zur ersten und zweiten Phase der Lehrerausbildung.” [ Teaching Competencies for Trainees and Students. Empirical Findings of the Potsdam Studies on First and Second Phases of Teacher Education.] Lehrerbildung auf dem Prüfstand 2 (2): 304–324.
   Google Scholar
• Stotzka, C., and E. Hany. 2016. Lerngelegenheiten und Lerngewinne im Komplexen Schulpraktikum [Learning Opportunities and Learning Gains within the Complex Field Experience]. Online Research Report. Erfurt: University of Erfurt. https://tinyurl.com/r7mdwfq
   Google Scholar
• Strauss, K., and S. K. Parker. 2014. “Effective and Sustained Proactivity in the Workplace: A Self-Determination Theory Perspective.” In The Oxford Handbook of Work Engagement, Motivation, and Self-Determination Theory, edited by M. Gagne, 50–71. New York: Oxford University Press.
   Google Scholar
• Taylor, I., N. Ntoumanis, and M. Standage. 2008. “A Self-Determination Theory Approach to Understanding the Antecedents of Teachers’ Motivational Strategies in Physical Education.” Journal of Sport & Exercise Psychology 30 (1): 75–94. doi:10.1123/jsep.30.1.75.
   PubMed Web of Science ®Google Scholar
• Topala, I., and S. Tomozzi. 2014. “Learning Satisfaction: Validity and Reliability Testing for Students’ Learning Satisfaction Questionnaire (SLSQ).” Procedia – Social and Behavioral Sciences 128: 380–386. doi:10.1016/j.sbspro.2014.03.175.
   Google Scholar
• Uzman, E. 2014. “Basic Psychological Needs and Psychological Health in Teacher Candidates.” Procedia – Social and Behavioral Sciences 116: 3629–3635. doi:10.1016/j.sbspro.2014.01.814.
   Google Scholar
• Van den Broeck, A., M. Vansteenkiste, H. De Witte, B. Soenens, and W. Lens. 2010. “Capturing Autonomy, Competence, and Relatedness at Work: Construction and Initial Validation of the Work-Related Basic Need Satisfaction Scale.” Journal of Occupational and Organizational Psychology 83: 981–1002. doi:10.1348/096317909X481382.
   Web of Science ®Google Scholar
• van der Want, A. C., P. den Brok, D. Beijaard, M. Brekelmans, L. C. A. Claessens, and H. J. M. Pennings. 2018. “Changes over Time in Teachers’ Interpersonal Role Identity.” Research Papers in Education 33 (3): 354–374. doi:10.1080/02671522.2017.1302501.
   Web of Science ®Google Scholar
• Van Meeuwen, P., F. Huijboom, E. Rusman, M. Vermeulen, and J. Imants. 2018. “Towards a Comprehensive and Dynamic Conceptual Framework to Research and Enact Professional Learning Communities in the Context of Secondary Education.” European Journal of Teacher Education. doi:10.1080/02619768.2019.1693993.
   Web of Science ®Google Scholar
• Vasile, C., A. Margaritoiu, and S. Eftimie. 2011. “Security Needs among Teachers.” Procedia – Social and Behavioral Sciences 29: 1251–1256. doi:10.1016/j.sbspro.2011.11.360.
   Google Scholar
• Vermeulen, M., Q. Castelijns, Q. Kools, and B. Koster. 2012. “Measuring Student Teachers’ Basic Psychological Needs.” Journal of Education for Teaching 38 (4): 453–467. doi:10.1080/02607476.2012.688556.
   Web of Science ®Google Scholar
• Wright, N., and M. Bottery. 1997. “Perceptions of Professionalism by the Mentors of Student Teachers.” Journal of Education for Teaching 23 (3): 235–252. doi:10.1080/02607479719981.
   Google Scholar
• Zanting, A., N. Verloop, and J. D. Vermunt. 2001. “Student Teachers’ Beliefs about Mentoring and Learning to Teach during Teaching Practice.” British Journal of Educational Psychology 71 (1): 57–80. doi:10.1348/000709901158398.
   PubMed Web of Science ®Google Scholar
• Zeichner, K. 2010. “Rethinking the Connections between Campus Courses and Field Experiences in College- and University-Based Teacher Education.” Journal of Teacher Education 61 (1–2): 89–99. doi:10.1177/0022487109347671.
   Web of Science ®Google Scholar
• Zeichner, K. 2012. “The Turn once Again toward Practice-Based Teacher Education.” Journal of Teacher Education 63 (5): 376–382. doi:10.1177/0022487112445789.
   Web of Science ®Google Scholar