CITE-ITEL A dialogical synthesis of research into initial literacy teacher preparation
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European Journal of Teacher Education

  • Ihmeideh, F., Akram, A., & Ibrahim, A. (2008). Jordanian student teachers' perceptions of teaching writing in kindergartens during their field training experience. European Journal of Teacher Education, 31 (4), 403–417. http://dx.doi.org/10.1080/02619760802420800
  • Kosnik, C., Menna, L., Dharamshi, P., & Beck, C. (2018). Constructivism as a framework for literacy teacher education courses: the cases of six literacy teacher educators. European Journal of Teacher Education, 41(1), 105–119. https://doi.org/10.1080/02619768.2017.1372742
  • Murphy, B., Conway, P. F., Murphy, R. & Hall, K. (2014) The emergence of reading literacy in post-primary teacher education: from the background to the foreground. European Journal of Teacher Education, 37(3), 331-347. 
  • Perkins, M. (2013). Student teachers’ perceptions of reading and the teaching of reading: the implications for teacher education. European Journal of Teacher Education, 36(3), 293-306.
  • Poldner, E., Van der Schaaf, M., Simons, P.R-J., Van Tartwijk, & Wijngaards, G. (2014).  Assessing student teachers' reflective writing through quantitative content analysis. European Journal of Teacher Education, 37(3), 348–373,   http://dx.doi.org/10.1080/02619768.2014.892479    
  • Riddick, B., & English, E. (2006). Meeting the standards? Dyslexic students and the selection process for initial teacher training. European Journal of Teacher Education, 29(2), 203–222. https://doi.org/10.1080/02619760600617383

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The Literacy Research Association provided pilot funding for portions of this project.