[
Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago public high schools. Journal of Labor Economics, 25(1), 95–105.10.1086/508733
]Search in Google Scholar
[
Baier, F., Decker, A.-T., Voss, T., Kleickmann, T., Klusmann, U., & Kunter, M. (2019). What makes a good teacher? The relative importance of mathematics teachers’ cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality. British Journal of Educational Psychology, 89, 767–786. https://doi.org/10.1111/bjep.12256
]Search in Google Scholar
[
Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. The Free Press.
]Search in Google Scholar
[
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A. et al. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180.10.3102/0002831209345157
]Search in Google Scholar
[
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252
]Search in Google Scholar
[
Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624–664.10.1080/13540602.2015.1044325
]Search in Google Scholar
[
Bogner, A., Littig, B., & Menz, W. (2009). Introduction: Expert interviews: An introduction to a new methodological debate. In A. Bogner, B. Littig, & W. Menz (Eds.), Interviewing experts (pp. 1–13). Palgrave Macmillan.10.1057/9780230244276_1
]Search in Google Scholar
[
Boudah, D. J. (2011). Conducting educational research. Sage Ltd.
]Search in Google Scholar
[
Braun, V., Tricklebank, G., & Clarke, V. (2013). “It shouldn’t stick out from your bikini at the beach”: Meaning, gender and the hairy/hairless body. Psychology Women Quaterly, 37(4), 478–493. https://doi.org/10.1177/0361684313492950
]Search in Google Scholar
[
Buchanan, J. (2017). How do the standards stand up? Applying quality teacher frameworks to the Australian professional standards. In J. Nuttall, A. Kostogriz, M. Jones, & J. Martin (Eds.), Teacher education policy and practice (pp. 115–128). Springer. https://doi.org/10.1007/978-981-10-4133-4_8
]Search in Google Scholar
[
Buchanan, R. (2015). Teacher identity and agency in an era of accountability. Teachers and Teaching, 21(6), 700–719. https://doi.org/10.1080/13540602.2015.1044329
]Search in Google Scholar
[
Casey, C., & Childs, R. (2007).Teacher education program admission criteria and what beginning teachers need to know to be successful teachers. Canadian Journal of Educational Administration and Policy, #67, January 14.
]Search in Google Scholar
[
Cotton, K. (2000). The schooling practices that matter most. Association for Supervision and Curriculum Development.
]Search in Google Scholar
[
Crawford, J. (2021). During and beyond a pandemic: Publishing learning and teaching research through COVID-19. Journal of University Teaching and Learning Practice, 18(3), 02. https://ro.uow.edu.au/jutlp/vol18/iss3/0210.53761/1.18.3.2
]Search in Google Scholar
[
Crawley, J. (2018). ‘Mapping backward’ and ‘looking forward’ by the ‘invisible educators’ – reimagining research seeking ‘common features of effective teacher preparation’. Research in Post-Compulsory Education, 23(1), 23–34. https://doi.org/10.1080/13596748.2018.1420684
]Search in Google Scholar
[
Croucher, G., & Locke, W. (2020). A post-coronavirus pandemic world: Some possible trends and their implications for Australian higher education. Melbourne CSHE discussion paper. The University of Melbourne.
]Search in Google Scholar
[
CSIF. (2020, May 16). Un 93% de Docentes Sufre Desgaste Emocional y Estrés Por El Confinamiento [93% of teachers suffer from emotional exhaustion and stress due to confinement]. https://www.csif.es/contenido/nacional/general/297367
]Search in Google Scholar
[
Daly, E. J., Martens, B. K., Hamler, K. R., Dool, E. J., & Eckert, T. L. (1999). A brief experimental analysis for identifying instructional components needed to improve oral reading fluency. Journal of Applied Behavior Analysis, 32, 83–94.10.1901/jaba.1999.32-83
]Search in Google Scholar
[
Darling-Hammond, L. (2006). Constructing 21st century teacher education. Journal of Teacher Education, 57(3), 300–314. https://doi.org/10.1177/0022487105285962
]Search in Google Scholar
[
Darling-Hammond, L., Burns, D., Campbell, C., Lin Goodwin, A., Hammerness, K., Low E. L., McIntyre, A., Sato, M., & Zeichner, K. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. Jossey-Bass.
]Search in Google Scholar
[
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.10.54300/122.311
]Search in Google Scholar
[
Darling-Hammond, L., Schachner, A., & Edgerton, A. K. (with Badrinarayan, A., Cardichon, J., Cookson, P. W., Jr., Griffith, M., Klevan, S., Maier, A., Martinez, M., Melnick, H., Truong, N., Wojcikiewicz, S.). (2020). Restarting and reinventing school: Learning in the time of COVID and beyond. Learning Policy Institute.
]Search in Google Scholar
[
Darmody, M., & Smyth, E. (2016). Entry to programmes of initial teacher education. The Economic and Social Research Institute.
]Search in Google Scholar
[
Duarte, F. P. (2013). Conceptions of good teaching by good teachers: Case studies from an Australian University. Journal of University Teaching and Learning Practice, 10(1). https://ro.uow.edu.au/jutlp/vol10/iss1/510.53761/1.10.1.5
]Search in Google Scholar
[
Ehlers, U. D. (2020). Future skills – future learning, future higher education. https://nextskills.org/wp-content/uploads/2020/03/Future-Skills-The-Future-of-learning-and-higher-education.pdf
]Search in Google Scholar
[
Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014). Qualitative content analysis: A focus on trustworthiness. SAGE Open, 4(1), 1–10. https://doi.org/10.1177/2158244014522633
]Search in Google Scholar
[
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62,107–115.10.1111/j.1365-2648.2007.04569.x
]Search in Google Scholar
[
Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45–65.10.1016/j.edurev.2013.05.001
]Search in Google Scholar
[
European Commission/EACEA/Eurydice. (2021). Teachers in Europe: Careers, development and well-being. Eurydice report. Publications Office of the European Union.
]Search in Google Scholar
[
European Commission/EACEA/Eurydice. (2022). Initial education for teachers working in early childhood and school education. Eurydice report. Publications Office of the European Union.
]Search in Google Scholar
[
Falkenberg, T. (2010). Admission to teacher education programs: The problem and two approaches to addressing it. Canadian Journal of Educational Administration and Policy, #107, June 22.
]Search in Google Scholar
[
Fischer, M. J. (2007). Settling into campus life: Differences by race/ethnicity in college involvement and outcomes. Journal of Higher Education, 78(2), 125–161. https://doi.org/10.1080/00221546.2007.11780871
]Search in Google Scholar
[
Flores, M. A., & Gago, M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: National, institutional and pedagogical responses. Journal of Education for Teaching, 46(4), 507–516. https://doi.org/10.1080/02607476.2020.1799709
]Search in Google Scholar
[
Furman, C. (2018). Descriptive inquiry: Cultivating practical wisdom with teachers. Teachers and Teaching, 24(5), 559–570. https://doi.org/10.1080/13540602.2018.1452727
]Search in Google Scholar
[
Johansen, B., & Euchner, J. (2013). Navigating the VUCA world. Research-Technology Management, 56(1), 10–15. https://doi.org/10.5437/08956308X5601003
]Search in Google Scholar
[
Johnson, B., & McElroy, T. M. (2010). The changing role of the teacher in the 21st century. Teachers.net Gazette, 7. http://www.teachers.net/gazette
]Search in Google Scholar
[
Jorge, M. (2020). Teacher education for the twenty-first century (and a post-pandemic world). Revista Brasileira de Linguística Aplicada, 20(2), 247–250. doi: 10.1590/1984-6398202016853
]Open DOISearch in Google Scholar
[
Hattie, J. (2003). Teachers make a difference, What is the research evidence? University of Auckland Australian Council for Educational Research. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1003&context=research_conference_2003
]Search in Google Scholar
[
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta analyses relating to achievement. Routledge.
]Search in Google Scholar
[
Hirschkorn, M., & Sears, A. (2005). More than gatekeeping: The pedagogical potential of admissions procedures for teacher education. In L. Thomas & M. Hirschkorn (Eds.), Change and progress in Canadian teacher education: Research on recent innovations in teacher preparation in Canada (pp. 441–462). CATE/ACFE.
]Search in Google Scholar
[
Hobson, A. J., Giannakaki, M. S., & Chambers, G. N. (2009). Who withdraws from initial teacher preparation programmes and why? Educational Research, 51(3), 321–340.10.1080/00131880903156906
]Search in Google Scholar
[
Iliško, Dz., Skrinda, A., & Mičule, I. (2014). Envisioning the future: Bachelor’s and master’s degree students’ perspectives. Journal of Teacher Education for Sustainability, 16(2), 88–102.10.2478/jtes-2014-0013
]Search in Google Scholar
[
Gerrard, J., & Farrell, L. (2014). Remaking the professional teacher: Authority and curriculum reform. Journal of Curriculum Studies, 46(5), 634–655. https://doi.org/10.1080/00220272.2013.854410
]Search in Google Scholar
[
Gillespie, C. H., & Thompson, K. (2021). Women teachers and the fight to be “good enough”: A call for a pedagogy of authenticity. The Educational Forum, 85(3), 256–268. https://doi.org/10.1080/00131725.2021.1908468
]Search in Google Scholar
[
Goodley, C. (2018). Reflecting on being an effective teacher in an age of measurement. Reflective Practice, 19(2), 167–178. https://doi.org/10.1080/14623943.2018.1437401
]Search in Google Scholar
[
Kansanen, P. (2018). Selected theses for a sustainable teacher education programme. Orbis Scholae, 5(2), 51–65.10.14712/23363177.2018.100
]Search in Google Scholar
[
Lukaš, M., & Samardžić, D. (2015). Admission requirements for teacher education as a factor of achievement. 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015, Conference Proceedings, Book 1, Psychology & Psychiatry, Sociology & Healthcare, Education (vol. 2, pp. 17–24). Sofia, Bulgaria: STEF92 Technology.
]Search in Google Scholar
[
Maclellan, E. (2016). Agents pedagogical: Bootstrapping reflexive practice through the psychological resources of self-agency. Journal of Pedagogy, 7(2), 79–96. https://doi.org/10.1515/jped-2016-0012
]Search in Google Scholar
[
Marshall, M. N. (1996). The key informant technique. Family Practice, 13, 92–97. https://academic.oup.com/fampra/article/13/1/92/51280910.1093/fampra/13.1.92
]Search in Google Scholar
[
McKinsey and Company. (2007). How the world’s best-performing schools come out on top. https://www.mckinsey.com/industries/public-and-social-sector/our-insights/how-the-worlds-best-performing-school-systems-come-out-on-top#
]Search in Google Scholar
[
Meirink, J. A., Meijer, P., Verloop, N., & Bergen, T. C. M. (2009). Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning. Teaching and Teacher Education, 25, 89–100.10.1016/j.tate.2008.07.003
]Search in Google Scholar
[
Meuser, M., & Nagel, U. (1991). ExpertInneninterviews – vielfach erprobt, wenig bedacht. Qualitativ-empirische sozialforschung [Expert internal interviews – tested many times, little considered. Qualitative-empirical social research] (pp. 441–471). Springer.
]Search in Google Scholar
[
OECD. (2005). Education at glance: OECD indicators. OECD Publishing.
]Search in Google Scholar
[
Oleksiyenko, A., Blanco, G., Hayhoe, R., Jackson, L., Lee, J., Metcalfe, A., ... Zha, Q. (2020). Comparative and international higher education in a new key? Thoughts on the post-pandemic prospects of scholarship. Compare: A Journal of Comparative and International Education, 51(4), 612–628. https://doi.org/10.1080/03057925.2020.1838121
]Search in Google Scholar
[
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (2021). The international handbook of teacher ethos: Strengthening teachers, supporting learners. Springer Cham.10.1007/978-3-030-73644-6
]Search in Google Scholar
[
Pipere, A., & Lorenzi, F. (2021). The dialogical potential of transdisciplinary research: Challenges and benefits. World Futures, 77(8), 559–590.10.1080/02604027.2021.1875673
]Search in Google Scholar
[
Price, A., & McConney, A. (2013). Is ‘Teach for All’ knocking on your door? Journal of Pedagogy, 4(1), 98–110. https://doi.org/10.2478/jped-2013-0006
]Search in Google Scholar
[
P21. (2016, 01). Framework for 21st century learning. Partnership for 21st Century Learning website: http://www.p21.org/storage/documents/docs/P21_Framework_Definitions_New_Logo_2015.pdf6
]Search in Google Scholar
[
Richardson, P. W., & Watt, H. M. G. (2013). Why people choose teaching as a career: An expectancy value approach to understanding teacher motivations. In P. W. Richardson, S. A. Karabenick, & H. M. G. Watts (Eds.), Teacher motivation: Theory and practice (pp. 3–19). Routledge.
]Search in Google Scholar
[
Saavedra, A. R., & Opfer, D. (2012). Teaching and learning 21st century skills: Lessons from the learning sciences. Retrieved June 1, 2021 from RAND External Publication: http://asiasociety.org/files/rand-1012report.pdf
]Search in Google Scholar
[
Sahlberg, P. (2021). Does the pandemic help us make education more equitable? Educational Research for Policy and Practice, 20(1), 11–18. https://doi.org/10.1007/s10671-020-09284-4
]Search in Google Scholar
[
Salīte, l., Drelinga, E., Iliško, Dz., Oļehnoviča, E., & Zariņa, S. (2016). Sustainability from the transdisciplinary perspective: An action research strategy for continuing education program development. Journal of Teacher Education for Sustainability, 18(2), 135–152. https://doi.org/10.1515/jtes-2016-0020
]Search in Google Scholar
[
Salīte, I., Gedžūne, I., & Gedžūne, G. (2009). Educational action research for sustainability: Seeking wisdom of insight in teacher education. Journal of Teacher Education for Sustainability, 11(2), 14–30. https://doi.org/10.2478/v10099-009-0037-y
]Search in Google Scholar
[
Slater, G. (2013). Research instructors’ perceptions and teaching innovations. Social Work Education, 32(6), 24–35.
]Search in Google Scholar
[
Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 1. https://doi.org/10.1016/j.ijedro.2020.100016
]Search in Google Scholar
[
Souto-Manning, M. (2019). “Good teaching” and “good teachers” for whom?: Critically troubling standardized and corporatized notions of quality in teacher education. Teachers College Record, 121(10), 1–44.10.1177/016146811912101003
]Search in Google Scholar
[
Stronge, J. H. (2002). Qualities of effective teachers. Association for Supervision and Curriculum Development.
]Search in Google Scholar
[
Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339–355. https://doi.org/10.1177/0022487111404241
]Search in Google Scholar
[
Thomas, L., & Hirschkorn, M. (Eds.) (2005). Change and progress in Canadian teacher education: Research on recent innovations in teacher preparation in Canada. CATE/ACFE.
]Search in Google Scholar
[
Thompson, K., & Jones, S. (2021). The everyday traumas of neoliberalism in women teachers’ bodies: Lived experiences of the teacher who is never good enough. Power and Education, 13(2), 88–99. https://doi.org/10.1177/17577438211011631
]Search in Google Scholar
[
Turner-Bisset, R. (2001). Expert teaching. David Fulton Publishers.
]Search in Google Scholar
[
Usher, L., Usher, M., & Usher, D. (2003). Nurturing five dispositions of effective teacher. Second National Symposium on Educator Dispositions, November 20–21, 2003. Eastern Kentucky University, Richmond, KY.
]Search in Google Scholar
[
Van Overschelde, J. P., & López, M. M. (2018). Raising the bar or locking the door? The effects of increasing GPA admission requirements on teacher preparation. Equity and Excellence in Education, 51, 223–241.10.1080/10665684.2018.1539355
]Search in Google Scholar
[
Wallace, C., & Priestley, M. (2011). Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio-cultural perspective on professional development and change. Journal of Curriculum Studies, 43, 357–381.10.1080/00220272.2011.563447
]Search in Google Scholar