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Developing fundamental principles for teacher education programs and practices

Teaching and teacher education, 2006-11, Vol.22 (8), p.1020-1041

2006

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The role of theory in teacher education: reconsidered from a student teacher perspective

Journal of curriculum studies, 2014-11, Vol.46 (6), p.729-750

Sjølie, Ela

2014

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Linking theory and practice: teacher research in history and geography classrooms

Educational action research, 2017-03, Vol.25 (2), p.316-331

2017

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Moving beyond methodising theory in preparing for the profession

Journal of adventure education and outdoor learning, 2020-10, Vol.20 (4), p.357-368

2020

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What Unites Us All: Establishing Special Education Teacher Education Universals

Teacher education and special education, 2016-08, Vol.39 (3), p.209-219

2016

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The Research–Practice Dialogue in Second Language Learning and Teaching: Past, Present, and Future

The Modern language journal (Boulder, Colo.), 2022-09, Vol.106 (3), p.509-527

2022

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Pedagogical approaches to exploring theory-practice relationships in an outdoor education teacher education programme

Asia-Pacific journal of teacher education, 2014-04, Vol.42 (2), p.167-185

2014

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Powerful knowledge and knowledgeable practice

Journal of curriculum studies, 2022-03, Vol.54 (2), p.196-209

Hordern, Jim

2022

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2014 Wallace Foundation Distinguished Lecture: Rigor and Realism: Doing Educational Science in the Real World

Educational researcher, 2015-12, Vol.44 (9), p.460-466

Snow, Catherine E.

2015

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Redefining teaching, re-imagining teacher education

Teachers and teaching, theory and practice, 2009-04, Vol.15 (2), p.273-289

2009

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School-university partnerships in Australia: a systematic literature review

Asia-Pacific journal of teacher education, 2020-08, Vol.48 (4), p.403-435

2020

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Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning

Teaching and teacher education, 2010, Vol.26 (1), p.98-106

Korthagen, Fred A.J.

2010

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Using Online Video-Recorded Interviews to Connect the Theory and Practice of Inclusive Education in a Course for Student Teachers

Australasian journal of special education, 2013-12, Vol.37 (2), p.107-124

2013

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Strengthening the ties between theory and practice in higher education: an investigation into different levels of authenticity and processes of re- and de-contextualisation

Studies in higher education (Dorchester-on-Thames), 2021-12, Vol.46 (12), p.2710-2725

2021

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Lost in Translation? Challenges in Connecting Reading Science and Educational Practice

Reading research quarterly, 2020-09, Vol.55 (S1), p.S119-S130

2020

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Toward Nonbinary Theories of Practice in Teacher Education Research

Educational Researcher, 2022-01, Vol.51 (1), p.66-71

Kavanagh, Sarah Schneider

2022

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A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice

Journal of teacher education, 2023-01, Vol.74 (1), p.55-68

2023

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Integrating theory and practice in the pre-service teacher education practicum

Teachers and teaching, theory and practice, 2014-03, Vol.20 (2), p.136-151

2014

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Bridging the Researcher–Practitioner Divide Through Community‐Engaged Action Research: A Collaborative Autoethnographic Exploration

The Modern language journal (Boulder, Colo.), 2022-09, Vol.106 (3), p.547-563

2022

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Teacher Beliefs About Second Language Research and Researchers: Different Roles at Research‐Oriented Universities

The Modern language journal (Boulder, Colo.), 2022-09, Vol.106 (3), p.583-598

2022

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Newly Qualified Teachers' Understandings of Research-based Teacher Education Practices−Two Cases From Finland and Norway

Scandinavian journal of educational research, 2021-01, Vol.65 (1), p.123-139

2021

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'Bringing theory to life': findings from an evaluation of the use of interactive video within an initial teacher preparation programme

Teacher development, 2010-02, Vol.14 (1), p.15-27

2010

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"Getting the Tip of the Pen on the Paper": How the Spectrum of Teaching Styles Narrows the Gap between the Hope and the Happening

Journal of teaching in physical education, 2022-10, Vol.41 (4), p.640-649

2022

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English-Only Is Not the Way to Go: Teachers’ Perceptions of Plurilingual Instruction in an English Program at a Canadian University

TESOL quarterly, 2020-12, Vol.54 (4), p.980-1009

2020

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'Is there anything more to professionalism than knowledge?'-relating theory and practice in a university-based institutionalisation of a third space for preservice teachers

Mentoring & tutoring, 2022-10, Vol.30 (5), p.606-633

2022

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Developing fundamental principles for teacher education programs and practices

The role of theory in teacher education: reconsidered from a student teacher perspective

Linking theory and practice: teacher research in history and geography classrooms

Moving beyond methodising theory in preparing for the profession

What Unites Us All: Establishing Special Education Teacher Education Universals

The Research–Practice Dialogue in Second Language Learning and Teaching: Past, Present, and Future

Pedagogical approaches to exploring theory-practice relationships in an outdoor education teacher education programme

Powerful knowledge and knowledgeable practice

2014 Wallace Foundation Distinguished Lecture: Rigor and Realism: Doing Educational Science in the Real World

Redefining teaching, re-imagining teacher education

School-university partnerships in Australia: a systematic literature review

Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning

Using Online Video-Recorded Interviews to Connect the Theory and Practice of Inclusive Education in a Course for Student Teachers

Strengthening the ties between theory and practice in higher education: an investigation into different levels of authenticity and processes of re- and de-contextualisation

Lost in Translation? Challenges in Connecting Reading Science and Educational Practice

Toward Nonbinary Theories of Practice in Teacher Education Research

A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice

Integrating theory and practice in the pre-service teacher education practicum

Bridging the Researcher–Practitioner Divide Through Community‐Engaged Action Research: A Collaborative Autoethnographic Exploration

Teacher Beliefs About Second Language Research and Researchers: Different Roles at Research‐Oriented Universities

Newly Qualified Teachers' Understandings of Research-based Teacher Education Practices−Two Cases From Finland and Norway

'Bringing theory to life': findings from an evaluation of the use of interactive video within an initial teacher preparation programme

"Getting the Tip of the Pen on the Paper": How the Spectrum of Teaching Styles Narrows the Gap between the Hope and the Happening

English-Only Is Not the Way to Go: Teachers’ Perceptions of Plurilingual Instruction in an English Program at a Canadian University

'Is there anything more to professionalism than knowledge?'-relating theory and practice in a university-based institutionalisation of a third space for preservice teachers

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