Citations: (21 Articles)
Lupak, N. M., Kopotun, I. M., Hamza, A. V., Albul, S. V., & Panova, S. O. (2020). Creation of clusters and tools for improving the professional competence of future educators.
European Journal of Educational Research, volume-9-2020(volume-9-issue-2-april-2020), 709.
https://doi.org/10.12973/eu-jer.9.2.709
Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the covid-19 pandemic in chile: challenges and opportunities.
European Journal of Teacher Education, 43(4), 587.
https://doi.org/10.1080/02619768.2020.1820981
Choi, L. J., & Park, M. Y. (2022). Teaching practicum during covid-19: pre-service english language teachers’ professional identities and motivation.
Sage Open, 12(3), .
https://doi.org/10.1177/21582440221119472
Miranda, R. M., Glas, K., & Chapman, C. (2024). Building agency in school–university partnerships: lessons from collaborative research during the pandemic.
Journal of Educational Administration, 62(6), 609.
https://doi.org/10.1108/JEA-11-2023-0281
Heinz, M. (2024). The practicum in initial teacher education – enduring challenges, evolving practices and future research directions.
European Journal of Teacher Education, 47(5), 865.
https://doi.org/10.1080/02619768.2024.2428031
Murray, C., Heinz, M., Munday, I., Keane, E., Flynn, N., Connolly, C., Hall, T., & MacRuairc, G. (2020). Reconceptualising relatedness in education in ‘distanced’ times.
European Journal of Teacher Education, 43(4), 488.
https://doi.org/10.1080/02619768.2020.1806820
Gorman, A., & Hall, K. (2024). Exploring the impact of an online learning community to support student teachers on school placement.
European Journal of Teacher Education, 47(5), 1056.
https://doi.org/10.1080/02619768.2023.2232943
Murphy, G., & Dhuinn, M. N. (2022). The possibilities and potential of a pedagogical partnership between university and community-based initial teacher educators for lgbtq+ specific inclusion and diversity.
Frontiers in Education, 7(04), .
https://doi.org/10.3389/feduc.2022.913610
Schumacher, F., & Wilde, M. (2021). When prospective biology teachers visualize their beliefs about teaching and learning by drawing it, is it more than a reproduction of their experienced school lessons?.
European Journal of Educational Research, volume-10-2021(volume-10-issue-2-april-2021), 799.
https://doi.org/10.12973/eu-jer.10.2.799
Farrell, R. (2021). Covid-19 as a catalyst for sustainable change: the rise of democratic pedagogical partnership in initial teacher education in ireland.
Irish Educational Studies, 40(2), 161.
https://doi.org/10.1080/03323315.2021.1910976
Hanly, C., & Heinz, M. (2022). Extended school placement in initial teacher education: factors impacting professional learning, agency and sense of belonging.
European Journal of Educational Research, volume-11-2022(volume-11-issue-4-october-2022), 2373.
https://doi.org/10.12973/eu-jer.11.4.2373
Adeoye, M. A. ., Akinnubi, O. P. ., Suleiman, Y. ., Mahmud, M. A. ., & Jimoh, H. A. . (2023). Impact of school-university partnerships and professional learning communities.
Jurnal Penelitian dan Pengembangan Pendidikan, 7(3), 465.
https://doi.org/10.23887/jppp.v7i3.64910
Cabezas, I. L., Martínez, M. J. I., Salgueira, S. A., Ferri, M. D. M. C., & Gomis, A. G. (2022). What teaching models do pre-service teachers learn during placements?.
Cogent Education, 9(1), .
https://doi.org/10.1080/2331186X.2022.2034393
Philippakos, Z. A. T., Voggt, A., Bell, S. M., Munsell, S., & Maples, A. (2023). Teachers’ online instructional practices and challenges during covid-19: teacher preparation and professional development.
Reading & Writing Quarterly, 39(6), 470.
https://doi.org/10.1080/10573569.2022.2142922
Sebald, A. M., Howe, J., & Balgopal, M. M. (2022). The impact of co‐teaching on the professional practices of veteran, novice, and potential science and mathematics teachers.
School Science and Mathematics, 122(1), 4.
https://doi.org/10.1111/ssm.12508
Cowan, P., & Farrell, R. (2023). Virtual reality as the catalyst for a novel partnership model in initial teacher education: ite subject methods tutors’ perspectives on the island of ireland.
Education Sciences, 13(3), 228.
https://doi.org/10.3390/educsci13030228
Keane, E., Heinz, M., & Lynch, A. (2023). Factors impacting on the retention of students from under-represented groups in initial teacher education in ireland.
Tertiary Education and Management, 29(1), 5.
https://doi.org/10.1007/s11233-022-09108-5