References
- Argyris, C., & Schön, D.A. (1974). Theory in practice: Increasing professional effectiveness. San Francisco, CA: Jossey-Bass.
- Barnes, D. (1976). From communication to curriculum. London: Penguin.
- Beck, C., & Kosnik, C. (2002). Professors and the practicum: Involvement of university faculty in preservice practicum supervision. Journal of Teacher Education, 53(1), 6–19.
- Bullough, R.V., Jr. (2005). Teacher vulnerability and teachability: A case study of a mentor and two interns. Teacher Education Quarterly, 32(2), 23–39.
- Bullough, R.V., Jr., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13–21.
- Cohen, E., Hoz, R., & Kaplan, H. (2013). The practicum in preservice teacher education: A review of empirical studies. Teaching Education, 24(4), 345–380.
- Cook-Sather, A. (2002). Authorizing students’ perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31(4), 3–14.
- Denzin, N., & Lincoln, Y. (Eds.). (2000). Handbook of qualitative research. Thousand Oaks, CA: Sage.
- Kelchtermans, G., & Ballet, K. (2002). The micropolitics of teacher induction. A narrative-biographical study on teacher socialization. Teaching and Teacher Education, 18(1), 105–120.
- LaBoskey, V.K. (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: Kluwer.
- Martin, A.K. (2017). In search of ways to improve practicum learning: Self-study of the teacher educator/researcher as responsive listener. Studying Teacher Education, 13(2), 127–144.
- Mishler, E.G. (1990). Validation in inquiry-guided research: The role of exemplars in narrative studies. Harvard Educational Review, 60(4), 415–442.
- Nolan, J.F. (1989). Can supervisory practice embrace Schön’s view of reflective supervision? Journal of Curriculum and Supervision, 5(1), 35–40.
- Richert, A. (1992). Voice and power in teaching and learning to teach. In L. Valli (Ed.), Reflective teacher education (pp. 187–197). Albany, NY: State University of New York Press.
- Russell, T. (2017). Improving the quality of practicum learning: Self-study of a faculty member’s role in practicum supervision. Studying Teacher Education, 13(2), 193–209.
- Russell, T., & Martin, A.K. (2017). Teacher education needs an epistemology of practice. In J. Mena, A. García-Valcárcel, F.J.G. Peñalvo, & M.M. del Pozo (Eds.), Search and research: Teacher education for contemporary contexts (pp. 111–118). Salamanca, España: Ediciones Universidad de Salamanca.
- Schön, D.A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
- Schuck, S., & Russell, T. (2005). Self-study, critical friendship, and the complexities of teacher education. Studying Teacher Education, 1(2), 107–121.
- Shenton, A.K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22, 63–75.
- Ussher, B., & Carss, W. (2014). Strengthening practicum conversations: Enhancing professional learning and development through returning lecturer supervisions. Australian Journal of Education, 58(3), 248–261.