Vol 16 No 1 (2025): TEAN Journal | Teacher Education Advancement Network Journal

Reviewing course design to support pre-service teachers’ learning around inclusivity and intersectionality

Karen Williams, Karan Vickers-Hulse, Aisha Thomas

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4-14

Breaking the Drama Deficit Cycle: Improving Student Teacher Confidence to Teach Primary Drama Through In-placement Scaffolding

Nikki Doig

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15-32

Exploring Practical Strategies for Building Resilience in Pre-Service Teachers

Holly Heshmati, Li Lin

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33-45

What mentors do and why relationships matter: Perceptions of effective mentoring practices

Kirsty Wilson, Tracy Whatmore, Nicola Smith, Victoria Saunders, Catherine O'Leary, Beth Marley, Sally Hobday, Sarah Chung, Kalsoom Akhtar

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46-60

Worry and the changing sense of responsibility in first year primary undergraduate student teachers

Louise Connolly

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61-76

How Initial Teacher Training programmes integrate research: A case study of insights from module expectations and teacher educators’ implementation

Yuqian (Linda) Wang, Douglas P. Newton

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77-92

Preservice teachers learning to teach reading using one-to-one tutoring: does learning ‘stick’ for tutees and tutors?

Jane Carter, Ben Derrick

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93-105

Writing Reflectively in Initial Teacher Education: Laying Foundations for Career-long Professional Learning

Martin Hagan, Geraldine Magennis-Clarke

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106-118

Initial Teacher Education Mentors as Collaborative Practitioner Researchers: A critical evaluation

Tracey Wire, Colin Forster, Rachel Eperjesi, Cathy Burch

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119-131

Harmonious passion as an enabler of motivation for the teaching profession: Insights from a small-scale qualitative study

Penny Webb, Rebecca Piggott

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132-147

Editorial