[
Allas, R., Leijen, A., & Toom, A. (2016). Supporting the Construction of Teacher’s Practical Knowledge Through Different Interactive Formats of Oral Reflection and Written Reflection. Scandinavian Journal of Educational Research, 61(5), 600–615. https://doi.org/10.1080/00313831.2016.1172504
]Search in Google Scholar
[
Atkins, S. (2005). Developing underlying skills in the move towards reflective practice. In C. Johns & D. Freshwater (Eds.), Transforming nursing through reflective practice (2nd ed.) (pp. 25–46). Blackwell.
]Search in Google Scholar
[
Bright, B. (1996). Reflecting on reflective practice. Studies in the Education of Adults, 28(2), 162–184.
]Search in Google Scholar
[
Brookfield, S. (1995). Becoming a Critically Reflective Teacher. Jossey-Bass.
]Search in Google Scholar
[
Butville, B., Hanrhan, S., & Wolkenhauer, R. (2021). Prepared to take responsibility: Practitioner inquiry for social justice in a professional development school partnership. School-University Partnerships, 14(3), 167–190.
]Search in Google Scholar
[
Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and Teacher Education, 5, 43–51.
]Search in Google Scholar
[
Carrington, S., & Selva, G. (2010). Critical social theory and transformative learning: Evidence in pre-service teachers’ service-learning reflection logs. Higher Education Research & Development, 29(1), 45–57. https://doi.org/10.1080/07294360903421384
]Search in Google Scholar
[
Cole, C., Hinchcliff, E., & Carling, R. (2022). Reflection as teachers: Our critical developments. Frontiers in Education, 7, 1–5. https://doi.org/10.3389/feduc.2022.1037280
]Search in Google Scholar
[
Creswell, J. W. (2013). Qualitative Inquiry & Research Design: Choosing Among the Five Approaches. SAGE Publications.
]Search in Google Scholar
[
Day, C., & Qing, G. (2009). Teacher emotions: Well being and effectiveness. In P. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research (pp. 15–31). Springer.
]Search in Google Scholar
[
Dewey, J. (1933). How we think. Prometheus Books.
]Search in Google Scholar
[
European Commission. (2014). Teaching teachers: primary teacher training in Europe. State of affairs and outlook. Directorate General for Internal Policies. Policy Department B: Structural And Cohesion Policy. Culture And Education. Publications Office of the European Union.
]Search in Google Scholar
[
European Commission. (2017). Preparing Teachers for Diversity: The Role of Initial Teacher Education. Final Report to DG Education, Youth, Sport and Culture of the European Commission. Publications Office of the European Union.
]Search in Google Scholar
[
Johns, C. (2004). Becoming a reflective practitioner. Blackwell.
]Search in Google Scholar
[
Korthagen, F., & Nuijten, E. (2022). The power of reflection in teacher education and professional development: Strategies for in-depth teacher learning. Routledge.
]Search in Google Scholar
[
McIntyre, D. (1993). Theory, theorizing and reflection in initial teacher education. In J. Calderhead & P. Gates (Eds.), Conceptualising reflection in teacher development (pp. 39–52). Falmer Press.
]Search in Google Scholar
[
Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
]Search in Google Scholar
[
Onnismaa, E.-L., Tahkokallio, L., & Kalliala, M. (2015). From university to working life: An analysis of field-based studies in early childhood teacher education and recently graduated kindergarten teachers’ transition to work. Early Years, 35(2), 197–210. https://doi.org/10.1080/09575146.2015.1011065
]Search in Google Scholar
[
Reagan, T. G., Case, C. W., & Brubacher, J. W. (2000). Becoming a reflective educator: How to build a culture of inquiry in the schools (2nd ed.). Corwin.
]Search in Google Scholar
[
Russell, T. (2018). A teacher educator’s lessons learned from reflective practice. European Journal of Teacher Education, 41(1), 4–14. https://doi.org/10.1080/02619768.2017.1395852
]Search in Google Scholar
[
Slade, M. L., Burnham, T. J., Catalana, S. M., & Waters, T. (2019). The impact of reflective practice on teacher candidates’ learning. International Journal for the Scholarship of Teaching and Learning, 13(2), 1–8. https://doi.org/10.20429/ijsotl.2019.130215
]Search in Google Scholar
[
Teddlie, C., & Yu, F. (2007). Mixed Methods Sampling: A Typology with Examples. Journal of Mixed Methods Research, 1(1), 77–100. https://doi.org/10.1177/1558689806292430
]Search in Google Scholar
[
Van Manen, M. (1995). On the epistemology of reflective practice: Teachers and teaching. Theory and Practice, 10, 33–50.
]Search in Google Scholar