References
- Allen, J., and S. Wright. 2014. “Integrating Theory and Practice in the pre-Service Teacher Education Practicum.” Teachers and Teaching: Theory and Practice 20 (2): 136–151. doi:https://doi.org/10.1080/13540602.2013.848568
- Anthony, G., J. Hunter, and R. Hunter. 2015. “Prospective Teachers’ Development of Adaptive Expertise.” Teaching and Teacher Education 49: 108–117. doi:https://doi.org/10.1016/j.tate.2015.03.010
- Ball, A. F. 2012. “To Know is not Enough: Knowledge, Power, and the Zone of Generativity.” Educational Researcher 41 (4): 283–293. doi:https://doi.org/10.3102/0013189X12465334.
- Barnes, A. E., S. S. Zuilkowski, D. Mekonnen, and F. Ramos-Mattoussi. 2018. “Improving Teacher Training in Ethiopia: Shifting the Content and Approach of pre-Service Teacher Education.” Teaching and Teacher Education 70: 1–11. doi:https://doi.org/10.1016/j.tate.2017.11.004.
- Bausell, S. B., and J. A. Glazier. 2018. “New Teacher Socialization and the Testing Apparatus.” Harvard Educational Review 88 (3): 308–333. doi:https://doi.org/10.17763/1943-5045-88.3.308.
- Beth, H., 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.
- Bollas, C. 2007. The Freudian Moment. London: Karnac Books Ltd.
- Borko, H., J. Jacobs, E. Eiteljorg, and M. E Pittman. 2008. “Video as a Tool for Fostering Productive Discourse in Mathematics Professional Development.” Teaching and Teacher Education 24 (2): 417–436. doi:https://doi.org/10.1016/j.tate.2006.11.012.
- Bronkhorst, L. H., B. Koster, P. C. Meijer, N. Woldman, and J. D. Vermunt. 2014. “Exploring Student Teachers’ Resistance to Teacher Education Pedagogies.” Teaching and Teacher Education 40: 73–82. doi:https://doi.org/10.1016/j.tate.2014.02.001.
- Cao, Y. L., L. Postareff, S. Lindblom, and A. Toom. 2018. “Teacher Educators’ Approaches to Teaching and the Nexus with Self-Efficacy and Burnout: Examples from two Teachers’ Universities in China.” Journal of Education for Teaching 44 (4): 479–495. doi:https://doi.org/10.1080/02607476.2018.1450954.
- Costley, C., and P. Gibbs. 2006. “Researching Others: Care as an Ethic for Practitioner Researchers.” Studies in Higher Education 31 (1): 89–98. doi:https://doi.org/10.1080/03075070500392375
- Diez, M. E. 2010. “It is Complicated: Unpacking the Flow of Teacher Education’s Impact on Student Learning.” Journal of Teacher Education 61 (5): 441–450. doi:https://doi.org/10.1177/0022487110372927.
- Dockerty, K. 2019. “Developing pre-Service Teacher Knowledge Using Online Forums: Supporting Confident and Competent Teaching Practices.” Journal of Education for Teaching 45 (4): 402–416. doi:https://doi.org/10.1080/02607476.2019.1639260.
- Dreyfus, H. 1996. “The Current Relevance of Merleau-Ponty’s Phenomenology of Embodiment.” The Electronic Journal of Analytic Philosophy 4 (spring issue): 1–16. doi:https://doi.org/10.1145/1690388.1690464.
- Du, X. Y., Y. Chaabanb, S. Sabahc, A. M. Al-Thanid, and L. Wang. 2020. “Active Learning Engagement in Teacher Preparation Programmes – A Comparative Study from Qatar, Lebanon and China.” Asia Pacific Journal of Education 40 (3): 283–298. doi:https://doi.org/10.1080/02188791.2020.1717436
- Edwards, A. 2015. “Recognising and Realising Teachers’ Professional Agency.” Teachers and Teaching: Theory and Practice 21 (6): 779–784. doi:https://doi.org/10.1080/13540602.2015.1044333
- Eisner, E. W. 2002. The Arts and the Creation of Mind. New Haven: Yale University. DOI:https://doi.org/10.5860/choice.40-4405.
- Engeström, Y., J. Rantavuori, and H. Kerosuo. 2013. “Expansive Learning in a Library: Actions, Cycles and Deviations from Instructional Intentions.” Vocations and Learning 6: 81–106. doi:https://doi.org/10.1007/s12186-012-9089-6.
- Erikson, M. G., and P. Erlandson. 2015. “Theories as Maps: Teaching Psychology Beyond Mind and Behavior.” Scholarship of Teaching and Learning in Psychology 1 (1): 92–99. doi:https://doi.org/10.1037/stl0000016
- Ethell, R., and M. McMeniman. 2000. “Unlocking the Knowledge in Action of an Expert Practitioner.” Journal of Teacher Education 51: 87–101. doi:https://doi.org/10.1177/002248710005100203.
- Farrell, T. S. C. 2015. International Perspectives on English Language Teacher Education: Innovations from the Field. London: Palgrave Macmillan. https://doi.org/https://doi.org/10.1057/9781137440068.
- Freire, P. 2000. Pedagogy of the Oppressed. 30th anniversary ed. New York: Continuum International.
- Gilgun, J. F. 2008. “Lived Experience, Reflexivity, and Research on Perpetrators of Interpersonal Violence.” Qualitative Social Work 7 (2): 181–197.
- Goldhaber, D. 2019. “Evidence-based Teacher Preparation: Policy Context and What we Know.” Journal of Teacher Education 70 (2): 90–101. doi:https://doi.org/10.1177/0022487118800712.
- Gore, J. M., and A. D. Gitlin. 2004. “[RE]Visioning the Academic-Teacher Divide: Power and Knowledge in the Educational Community.” Teachers and Teaching: Theory and Practice 10 (1): 35–58. doi:https://doi.org/10.1080/13540600320000170918.
- Guillemin, M., and L. Gillam. 2004. “Ethics, Reflexivity, and ‘Ethically Important Moments’ in Research.” Qualitative Inquiry 10 (2): 261–280.
- Hadfield, M. 2012. “Mark Becoming Critical Again: Reconnecting Critical Social Theory with the Practice of Action Research.” Educational Action Research 20 (4): 571–585. doi:https://doi.org/10.1080/09650792.2012.727647.
- Hardman, F., J. Ackers, N. Abrishamian, and M. O’Sullivan. 2011. “Developing a Systematic Approach to Teacher Education in sub-Saharan Africa: Emerging Lessons from Kenya, Tanzania, and Uganda.” Compare 41 (5): 669–683. doi:https://doi.org/10.1080/03057925.2011.581014.
- Hascher, T., and G. Hagenauer. 2016. “Openness to Theory and its Importance for pre-Service Teachers’ Self-Efficacy, Emotions, and Classroom Behaviour in the Teaching Practicum.” International Journal of Educational Research 77: 15–25. doi:https://doi.org/10.1016/j.ijer.2016.02.003.
- 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
- Heimans, S., and P. Singh. 2016. “Re-presenting, Performing Critical/Post-Critical Research Realities.” Research in Education 96 (1): 93–109. doi:https://doi.org/10.1177/0034523716664606.
- Helgevold, N., G. Næsheim-Bjørkvik, and S. Østrem. 2015. “Key Focus Areas and use of Tools in Mentoring Conversations During Internship in Initial Teacher Education.” Teaching and Teacher Education 49: 128–137. doi:https://doi.org/10.1016/j.tate.2015.03.005.
- Hudson, R. 2008. “Linguistic Theory.” In The Handbook of Educational Linguistics, edited by B. Spolsky, and F. M. Hult, 53–65. Malden: Blackwell. https://doi.org/https://doi.org/10.1002/9780470694138.ch5.
- Hunde, A. B., and G. Tacconi. 2014. “Teacher Educators’ Practices from the View of Building Lifelong Learning Capabilities in Student Teachers.” Procedia -Social and Behavioral Sciences 136: 496–500. doi:https://doi.org/10.1016/j.sbspro.2014.05.363
- Janík, T., J. Slavík, P. Najvar, and M. Janíková. 2019. “Shedding the Content: Semantics of Teaching Burdened by Didactic Formalisms.” Journal of Curriculum Studies 51 (2): 185–201. doi:https://doi.org/10.1080/00220272.2018.1552719.
- Jeffrey, B., and G. Troman. 2004. “Time for Ethnography.” British Educational Research Journal 30 (4): 535–548. doi:https://doi.org/10.1080/0141192042000237220.
- 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.
- Kenny, A., M. Finneran, and E. Mitchell. 2015. “Becoming an Educator in and Through the Arts: Forming and Informing Emerging Teachers’ Professional Identity.” Teaching and Teacher Education 49: 159–167. doi:https://doi.org/10.1016/j.tate.2015.03.004.
- Kliueva, E., and D. Tsagari. 2018. “Emotional Literacy in EFL Classes: The Relationship Between Teachers’ Trait Emotional Intelligence Level and the use of Emotional Literacy Strategies.” System 78: 38–53. doi:https://doi.org/10.1016/j.system.2018.07.006.
- Korthagen, F. A. J., J. P. A. M. Kessels, B. Koster, B. Lagerwerf, and T. Wubbels. 2001. Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. Mahwah: Laurence Earlbaum. DOI: https://doi.org/10.4324/9781410600523.
- Kvernbekk, T. 2012. “Argumentation in Theory and Practice: Gap or Equilibrium?” Informal Logic 32 (3): 288–305. doi:https://doi.org/10.22329/il.v32i3.3534.
- Liu, W., and Q. Wang. 2020. “Walking with Bound Feet: Teachers’ Lived Experiences in China’s English Curriculum Change.” Language, Culture and Curriculum 33 (3): 242–257. doi:https://doi.org/10.1080/07908318.2019.1615077
- Macfarlane, B. 2009. Researching with Integrity: The Ethics of Academic Enquiry. New York: Routledge.
- Matsko, K. K., and K. Hammerness. 2014. “Unpacking the ‘Urban’ in Urban Teacher Preparation: Making a Case for Context-Specific Teacher Preparation.” Journal of Teacher Education 65 (2): 128–144. doi:https://doi.org/10.1177/0022487113511645.
- McGarr, O., E. O’Grady, and L. Guilfoyle. 2017. “Exploring the Theory-Practice gap in Initial Teacher Education: Moving Beyond Questions of Relevance to Issues of Power and Authority.” Journal of Education for Teaching 43 (1): 48–60. doi:https://doi.org/10.1080/02607476.2017.1256040.
- Mitchell, D. M., and J. Reid. 2017. “(Re)Turning to Practice in Teacher Education: Embodied Knowledge in Learning to Teach.” Teachers and Teaching: Theory and Practice 23 (1): 42–58. doi:https://doi.org/10.1080/13540602.2016.1203775.
- Nikkanen, H. M. 2019. “Double Agent - Ethical Considerations in Conducting Ethnography as a Teacher Researcher.” In Implementing Ethics in Educational Ethnography, edited by H. Busher, and A. Fox, 379–394. London: Routledge.
- Okley, J. 2015. “Dialogues with Anthropologists: Where Interviews Become Relevant.” In Extraordinary Encounters: Authenticity and the Interview, edited by K. Smith, J. Staples, and N. Rapport, 128–156. New York: Berghahn.
- Ollerhead, S. 2016. “Pedagogical Language Knowledge: Preparing Australian pre-Service Teachers to Support English Language Learners.” Asia-Pacific Journal of Teacher Education 46 (3): 1–11. DOI: https://doi.org/10.1080/1359866X.2016.1246651.
- Pantić, N., M. Taiwo, and A. Martindale. 2019. “Roles, Practices and Contexts for Acting as Agents of Social Justice: Student Teachers’ Perspectives.” Teachers and Teaching: Theory and Practice 25 (2): 220–239. doi:https://doi.org/10.1080/13540602.2018.1562441.
- Paolucci, C. 2015. “Changing Perspectives: Examining the Potential for Advanced Mathematical Studies to Influence pre-Service Teachers’ Beliefs About Mathematics.” Teaching and Teacher Education 49: 97–107. doi:https://doi.org/10.1016/j.tate.2015.03.002.
- Petrarca, D., and S. M. Bullock. 2013. “Tensions Between Theory and Practice: Interrogating our Pedagogy Through Collaborative Self-Study.” Professional Development in Education 40 (2): 265–281. doi:https://doi.org/10.1080/19415257.2013.801876.
- Ryle, G. 2009. The Concept of Mind (60th Anniversary Edition). London: Routledge.
- Shahri, M. 2018. “The Development of Teacher Identity, Emotions and Practice: Before and After Graduation from an MA TESOL Program.” System 78: 91–103. doi:https://doi.org/10.1016/j.system.2018.08.003.
- Shuilleabhain, N. A., and R. Bjuland. 2019. “Incorporating Lesson Study in ITE: Organisational Structures to Support Student Teacher Learning.” Journal of Education for Teaching 45 (4): 434–445. doi:https://doi.org/10.1080/02607476.2019.1639262.
- Singh, P., J. Allen, and L. Rowan. 2018. “Editorial: Theory – Practice Dialogues in Teacher Education.” Asia-Pacific Journal of Teacher Education 46 (3): 217–220. doi:https://doi.org/10.1080/1359866X.2018.1472868.
- Sjølie, E. 2014. “The Role of Theory in Teacher Education: Reconsidered from a Student Teacher Perspective.” Journal of Curriculum Studies 46 (6): 729–750. doi:https://doi.org/10.1080/00220272.2013.871754.
- Sjølie, E. 2016. “Learning Educational Theory in Teacher Education.” In Exploring Education and Professional Practice, edited by K. Mahon, S. Francisco, and S. Kemmis, 49–61. Singapore: Springer. https://doi.org/https://doi.org/10.1007/978-981-10-2219-7_3.
- Swennen, A., M. Lunenberg, and F. Korthagen. 2008. “Preach What you Teach! Teacher Educators and Congruent Teaching.” Teachers and Teaching: Theory and Practice 14 (5-6): 531–542. doi:https://doi.org/10.1080/13540600802571387.
- Thompson, J., S. Hagenah, and K. Laxton. 2015. “Problems Without Ceilings: How Mentors and Novices Frame and Work on Problems-of-Practice.” Journal of Teacher Education 66 (4): 363–381. doi:https://doi.org/10.1177/0022487115592462.
- Ulvik, M., H. M. Eide, L. Eide, I. Helleve, V. S. Jensen, K. Ludvigsen, D. Roness, and L. P. Torjussen. 2020. “Teacher Educators Reflecting on Case-Based Teaching – a Collective Self-Study.” Professional Development in Education, DOI: https://doi.org/10.1080/19415257.2020.1712615.
- van den Bogaart, Antoine C. M., H. G. K. Hummel, and P. A. Kirschner. 2018. “Explicating Development of Personal Professional Theories from Higher Vocational Education to Beginning a Professional Career Through Computer-Supported Drawing of Concept Maps.” Professional Development in Education 44 (2): 287–301. doi:https://doi.org/10.1080/19415257.2017.1288652.
- Webster, S. 2019. “Understanding Lack of Development in Early Career Teachers’ Practical Knowledge of Teaching Speaking Skills.” System 80: 154–164. doi:https://doi.org/10.1016/j.system.2018.10.010.
- Weller, S. C., B. Vickers, H. R. Bernard, A. M. Blackburn, S. Borgatti, C. C. Gravlee, et al. 2018. “Open-ended Interview Questions and Saturation.” PLoS ONE 13 (6): e0198606. doi:https://doi.org/10.1371/journal.pone.0198606.
- Westbrook, J., N. Shah, N. Durrani, C. Tikly, W. Khan, and M. Dunne. 2009. “Becoming a Teacher: Transitions from Training to the Classroom in the NWFP, Pakistan.” International Journal of Educational Development 29 (4): 437–444. doi:https://doi.org/10.1016/j.ijedudev.2008.12.001.
- Woodward, T. 2003. “Loop Input.” ELT Journal 57 (3): 301–304. doi:https://doi.org/10.1093/elt/57.3.301.
- 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. “To be or not to be? "Publish or Perish” Syndrome for English Teacher Educators in China.” Frontiers of Education in China 10 (4): 526–543. DOI: https://doi.org/10.3868/s110-004-015-0039-0.
- Yan, C. M., and C. J. He. 2020. “Chinese Student Teachers’ Reticence in Teacher Education Courses.” ELT Journal 74 (3): 287–296. doi:https://doi.org/10.1093/elt/ccaa014.
- Yan, C. M., and C. J. He. 2021. “‘Seeing is Believing, but not Necessarily Perceiving!’: Chinese EFL M.E.d. Student Teachers’ Perceptions of School Visit Experiences.” Journal of Education for Teaching 47 (1): 47–59. doi:https://doi.org/10.1080/02607476.2020.1846991.
- Yuan, R., and Y. L. Hu. 2018. “Teachers’ Views on the Qualities of Effective EFL Teacher Educators.” ELT Journal 72 (2): 141–150. doi:https://doi.org/10.1093/elt/ccx032.
- Zeichner, K. M. 2012. “The Turn Once Again Towards Practice-Based Teacher Education.” Journal of Teacher Education 63: 376–382. doi:https://doi.org/10.1177/0022487112445789.
- Zhou, J. 2014. “Teacher Education Changes in China: 1974–2014.” Journal of Education for Teaching 40 (5): 507–523.