Education is not the problem, but part of the solution

2024-9-13

‘I view teaching differently’: identity development of university teachers doing professional doctorates

2024-9-11

“History-in-person: who is afraid to become an English Teacher?“

2024-8-30

Triadic mentoring through the lens of positioning theory and frame analysis

2024-8-26

Pre-service teachers co-constructing narratives about the future of education

2024-8-19

The “scenario” as a key educational tool in the simulation centre

2024-8-12

‘A teacher’s work is many things, but one thing it is not is easy’: pre-service teachers’ conceptions of teachers’ work

2024-8-12

Student teachers’ reactions to formative teacher and peer feedback

2024-8-12

Supporting early career teachers’ self-regulation and goal pursuit through online coaching during a professional development programme

2024-8-7

Agency in negotiating partnerships in initial teacher education: shifting sands

2024-7-29

Comparison of online, blended and face-to-face modes for in-service discipline-specific professional development in primary science

2024-7-29

Competing practice-based mentoring frameworks for student-teachers: between quasi-residency and expedited alternative teacher preparation

2024-7-27

Exploring English language teacher educators’ professional development through collaborative partnership with pre-service teachers in supervised practicum

2024-7-21

Substantialising: a descriptive framework for studying sociocultural influences on teacher educators

2024-7-20

Motivation and professional development needs of foreign language teacher educators

2024-7-20

Newly qualified teachers as a resource in school in a micropolitical perspective

2024-7-19

Heading for new shores? Longitudinal participation patterns in teacher professional development

2024-7-5

Investigating the difficulty level of aspects of teaching during field placement: from coursework to practice

2024-6-28

Will we be capable? Creating and validating the AVACIE scale to evaluate pre-service teachers’ self-competence in assessing cyberbullying

2024-6-26

The role of knowledge, attitude, and emotions in Spanish pre-service teachers’ willingness to engage in climate change education

2024-6-26

Development of teacher professional identity: perspectives from self-determination theory

2024-6-26

High-quality practicum – according to teacher education students on their practicum at partnership schools

2024-6-21

How student teachers feel during field experiences: network analyses regarding the co-occurrence of positive and negative emotions

2024-6-19

School culture and teaching practices for the effective student- centred learning during emergency remote teaching

2024-6-18

Implementation models for teacher peer feedback: A systematic review

2024-6-11

Comparing Finnish and Chinese national teacher education frameworks from the teacher competency perspective

2024-5-31

How to achieve ‘egalitarian’ interaction between student teachers and mentor teachers? A study of a one-school-year teacher practicum in Germany

2024-5-31

(Trans)formation of student teachers’ professional identity through problem-based learning in Korea

2024-5-30

Holistic teacher education: emphasising relationships, pedagogies and environments

2024-5-26

Student teachers’ classroom management learning process and outcomes during the internship

2024-5-15

Exploring the reliability and validity of multiple mini-interviews in admission to teacher education

2024-5-4

An investigation of teacher candidates’ ideologies towards emergent bilingual students

2024-5-2

Reconceptualising school placement assessment in initial teacher education: a figurational perspective

2024-5-2

Exploring teacher educators’ challenges in the context of digital transformation and their self-reported TPACK: a mixed methods study

2024-4-19

Early childhood pre-service teachers’ preparation for using technology with children: a systematic literature review

2024-4-16

Tracing language teacher professional development through <i>Perezhivanie</i> : an argument for praxis

2024-4-11

Arab teacher educators and the moral work of teaching in Israel

2024-4-9

Adapting feedback to the demands of teaching in diverse classrooms. Novel feedback concepts for preservice teachers during practicum

2024-4-4

Re-envisioning pre-service teachers’ beliefs and feelings about assessment: the important space of authentic assignments

2024-4-4

Participants’ perceptions of video-enhanced dialogic assessment as reflective practice in international teacher education

2024-4-4

Teachers’ and principals’ views on interdisciplinary teaching and learning in the humanities

2024-4-2

A practice turn in teacher education in Turkey: is a balanced practicum at risk?

2024-4-1

‘I am struggling to survive’: financial inequity in postgraduate teacher education in England

2024-3-15

Pre-service teachers as learners of formative assessment in teaching practice

2024-3-14

Relocating assessment in pre-service teacher education: an emerging model from activity theory lens

2024-3-14

Enhancing the enactment of assessment for learning principles during school placement: preservice teachers as practitioner researchers within a learning community

2024-3-14

Fostering student teachers’ research-based knowledge of effective feedback

2024-3-14

Navigating transformative assessment and feedback in teacher education: unveiling challenges and innovative practices

2024-3-14

Profiles of teachers’ assessment techniques and their students’ involvement in assessment

2024-3-14

A feasible balance? The Italian teachers’ standpoint on assessment literacy, assessment practice, and teacher professional development

2024-3-14