| Newly qualified teachers' professional digital competence: implications for teacher education |
38 |
| Towards an international forum for teacher educator development': an agenda for research and action |
11 |
| Teacher educators developing professional roles: frictions between current and optimal practices |
9 |
| A teacher educator's lessons learned from reflective practice |
8 |
| Teacher educators as reformers: competing agendas |
8 |
| Tensions and paradoxes in teaching: implications for teacher education |
8 |
| Stress, coping strategies and academic achievement in teacher education students |
7 |
| Once were teachers? Australian teacher education policy and shifting boundaries for teacher educators |
6 |
| Teachers' academic training for literacy instruction |
5 |
| The Janus faced teacher educator |
5 |
| Teacher education matters: Finnish teacher educators' concerns, beliefs, and values |
5 |
| Ways of composing teaching teams and their impact on teachers' perceptions about collaboration |
5 |
| Student teachers' proactive strategies for avoiding study-related burnout during teacher education |
5 |
| MOOCs in teacher education: institutional and pedagogical change? |
5 |
| Uncovering a hidden professional agenda for teacher educators: A mixed method study on Flemish teacher educators and their professional development |
4 |
| Supporting collaborative reflection in teacher education: a case study |
4 |
| The development of an instrument to measure teachers' inquiry habit of mind |
4 |
| Ethical dilemmas in senior teacher educators' administrative work |
4 |
| Why become a teacher? Student teachers' perceptions of the teaching profession and motives for career choice |
4 |
| Identity development: what I notice about myself as a teacher |
4 |
| I will do it but religion is a very personal thing': teacher education applicants' attitudes towards teaching religion in Ireland |
4 |
| Redesign in teacher education: the roles of teacher educators |
3 |
| Inter-generational learning of teachers: what and how do teachers learn from older and younger colleagues? |
3 |
| The value of CK, PK, and PCK in professional development programs predicted by the progressive beliefs of elementary school teachers |
3 |
| Predictions of school mentors' effort in teacher education programmes |
3 |
| Boundaries as a coping strategy: emotional labour and relationship maintenance in distressing teacher education situations |
3 |
| The promises and limitations of international comparative research on teacher education |
3 |
| Irish student teachers' beliefs about self, learning and teaching: a longitudinal study |
3 |
| Teacher educators as curriculum developers: exploration of a professional role |
3 |
| Student teachers' motives for participating in the teacher training program: a qualitative comparison between continuing students and switch students |
2 |
| Choice and diversity in English initial teacher education (ITE): trainees' perspectives |
2 |
| Linkage within teacher education: cooperative learning of teachers and student teachers |
2 |
| Israeli teacher educators' perceptions of their professional development paths in teaching, research and institutional leadership |
2 |
| Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff |
2 |
| The role of received social support and self-efficacy for the satisfaction of basic psychological needs in teacher education |
2 |
| Is teacher attrition a poor estimate of the value of teacher education? A Swedish case |
2 |
| Teacher recruitment: reflections from Ireland on the current crisis in teacher supply |
2 |
| The shaping of pre-service teachers' professional knowledge base through assessments |
2 |
| Trainee teachers' experience of primary science teaching, and the perceived impact on their developing professional identity |
2 |
| How learning conditions and Program structure predict burnout and satisfaction in teacher education |
2 |
| Challenges for Irish teacher educators in being active users and producers of research |
2 |
| Articulating, reclaiming and celebrating the professionalism of teacher educators in England |
2 |
| Student teachers' self-dialogues, peer dialogues, and supervisory dialogues in placement learning |
2 |
| The influence of experience on pre-service and novice teachers - the Croatian perspective |
1 |
| Integrating curriculum: a case study of teaching Global Education |
1 |
| Tensions in the work context of teacher educators in a School of Education in Trinidad and Tobago: a case study |
1 |
| Critical moments in the process of educational change: understanding the dynamics of change among teacher educators |
1 |
| Constructivism as a framework for literacy teacher education courses: the cases of six literacy teacher educators |
1 |
| Partnership in learning: how staff-student collaboration can innovate teaching |
1 |
| Capturing the relations between teacher educators' opportunities for professional growth, work pressure, work related basic needs satisfaction, and teacher educators' researcherly disposition |
1 |
