References
- Arizona Group. (1997). Obligations to unseen children. In J. Loughran, & T. Russell (Eds.), Teaching about teaching: Purpose, passion, and pedagogy in teacher education (pp. 183–209). London: Falmer Press.
- Berry, A. (2007). Reconceptualizing teacher educator knowledge as tensions: Exploring the tension between valuing and reconstructing experience. Studying Teacher Education, 3(2), 117–134.
- Berry, A., & Forgasz, R. (2016). Becoming ourselves as teacher educators: Trespassing, transgression and transformation. In J. Williams, & M. Hayler (Eds.), Professional learning through transitions and transformations (pp. 95–106). New York, NY: Springer.
- Bullock, S. M. (2011). Inside teacher education: Challenging prior views of teaching and learning. Rotterdam, The Netherlands: Sense.
- Coward, F. L., Hamman, D., Johnson, L., Lambert, M., Indiatsi, J., & Zhou, L. (2015). Centrality of enactive experiences, framing, and motivation to student teachers’ emerging professional identity. Teaching Education, 26(2), 196–221.
- Graham, B. (2006). Conditions for successful field experiences: Perceptions of cooperating teachers. Teaching and Teacher Education, 22, 1118–1129.
- Ganser, T. (1996). The cooperating teacher role. Teacher Educator, 31, 283–291.
- Hoban, G. F. (2007). Using slowmation to engage preservice elementary teachers in understanding science content knowledge. Contemporary Issues in Technology and Teacher Education, 7(2), 75–91.
- Hume, A., & Berry, A. (2011). Constructing CoRes—a strategy for building PCK in pre-service science teacher education. Research in Science Education, 41(3), 341–355.
- Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago, IL: University of Chicago Press.
- LaBoskey, V. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817–869). Dordrecht, The Netherlands: Springer.
- Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
- Nilsson, P., & Loughran, J. (2012). Developing and assessing professional knowledge as a science teacher educator: Learning about teaching from student teachers. In S. M. Bullock, & T. Russell (Eds.), Self-studies of science teacher education practices (pp. 121–138). Dordrecht, The Netherlands: Springer.
- Peralta, L., & Burns, K. (2012). First off the blocks: Professional experience and learning for first-year preservice physical and health education teachers. Asia-Pacific Journal of Teacher Education, 40(2), 127–141.
- Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research. Dordrecht, The Netherlands: Springer.
- Roth-Sitko, T. L., Everett, I. T., Marnella, M. H., & D’Angelo, F. D. (2015). Preservice teachers’ changing perceptions of diversity following an intensive urban teaching practicum. Teacher Education and Practice, 28(4), 581–582.
- Russell, T. & Bullock, S. (1999). Discovering our professional knowledge as teachers: Critical dialogues about learning from experience. In J. Loughran (Ed.), Researching teaching: Methodologies and practices for understanding pedagogy (pp. 132–151). London: Falmer Press.
- Samaras, A., Hicks, M., & Garvey Berger, J. (2004). Self-Study Through Personal History. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 905–942). Dordrecht, The Netherlands: Springer.
- Sinner, A. (2012). Transitioning to teacher: Uncertainty as a game of dramatic hats. Teachers and Teaching: Theory and Practice, 18(5), 601–613.
- Thomas, L. A., Russell, T., Martin, A. K., Bullock, S. M., & Dillon, D. (2014, April). Improving the quality of professional learning in the practicum: Case studies of four teacher education programs. Poster session presented at the meeting of the American Educational Research Association, Philadelphia, PA.
- Upitis, R. B. (Ed.). (2000). Who will teach?: A case study of teacher education reform. San Francisco, CA: Caddo Gap Press.
- Vick, M. (2006). “It’s a difficult matter”: Historical perspectives on the enduring problem of the practicum in teacher preparation. Asia-Pacific Journal of Teacher Education, 34(2), 181–198.
- Yuan, R. & Lee, I. (2016). “I need to be strong and competent”: A narrative inquiry of a student-teacher’s emotions and identities in teaching practicum. Teachers and Teaching: Theory and Practice, 22(7), 819–841.