Journal of Education for Teaching, Volume 48, Issue 4 (2022)

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Journal of Education for Teaching, Volume 48, Issue 4 (2022)

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Learning from COVID-19: continuity or change in teacher education?

Preface

Teacher education emergent: adaptability, agility and optimism through the Covid-19 crisis
Linda la Velle
Pages: 387-388
Published online: 09 Oct 2022
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Editorial

Editorial
Learning from Covid-19 – continuity or change in teacher education?
Honggang Liu, Oliver McGarr, Jean Murray & Rowena Passy
Pages: 389-392
Published online: 09 Oct 2022
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Free Access

Research Article

Article
Educators’ perspectives of online teaching during the pandemic: implications for initial teacher education
Warren Kidd & Jean Murray
Pages: 393-406
Published online: 30 May 2022
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Article
COVID-19 – a boundary crossing event for teacher educators
Smadar Donitsa-Schmidt & Rony Ramot
Pages: 407-423
Published online: 15 Jun 2022
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Article
Exploring teacher educators’ post-pandemic intention to teach online in mainland China: the social cognitive career theory perspective
Shenji Zhou & Huan Song
Pages: 424-440
Published online: 07 Jul 2022
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Article
Beyond reactive responses to enduring growth: the transformation of principles and practices within initial teacher education
Katharine Burn, Jenni Ingram, Laura Molway & Trevor Mutton
Pages: 441-458
Published online: 14 Jul 2022
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Open Access
Article
Disorienting dilemmas and transformative learning for school placement teacher educators during COVID-19: challenges and possibilities
Ann-Marie Young, Melanie Ní Dhuinn, Eamonn Mitchell, Neil Ó Conaill & Julie Uí Choistealbha
Pages: 459-474
Published online: 30 May 2022
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Open Access
Article
Seeking serendipity: teacher educators as adaptive experts during COVID
Paula Rosehart, Cher Hill, Awneet Sivia, Sarine Sadhra & Janice St. Helene
Pages: 475-489
Published online: 01 Jun 2022
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Article
Continuity, change and challenge: unearthing the (fr)agility of teacher education
Oliver McGarr, Rowena Passy, Jean Murray & Honggang Liu
Pages: 490-504
Published online: 19 Jul 2022
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Open Access

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