1. 'I enjoy learning': developing early years practitioners' identities as professionals and as professional learners. Issue 3 (27th May 2019) Authors: Trodd, Lyn; Dickerson, Claire Journal: Professional development in education Issue: Volume 45:Issue 3(2019) Page Start: 356 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
2. 'I have enjoyed teaching science more': changing the attitudes of primary teachers and pupils towards science. Issue 3 (2nd September 2022) Authors: White, Elizabeth; Dickerson, Claire; Mackintosh, Julia Journal: PRACTICE Issue: Volume 4:Issue 3(2022) Page Start: 137 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
3. A personalised needs-led approach to developing mentors of student teachers. (2022) Authors: White, Elizabeth; Mackintosh, Julia; Dickerson, Claire Journal: Teacher Education Advancement Network journal Issue: Volume 14:Number 1(2022) Page Start: 19 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
4. Changing practice in Malaysian primary schools: learning from student teachers' reports of using action, reflection and modelling (ARM)*. Issue 2 (15th March 2018) Authors: Dickerson, Claire; Thomas, Kit; Jarvis, Joy; Levy, Roger Journal: Journal of education for teaching Issue: Volume 44:Issue 2(2018) Page Start: 194 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
5. Gaining professional recognition: exploring professionality and professional identity of early years practitioners in higher education. Issue 3 (3rd April 2022) Authors: Dickerson, Claire; Trodd, Lyn Journal: Teaching in higher education Issue: Volume 27:Issue 3(2022) Page Start: 319 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
6. Learning from professional challenges identified by school and institute-based teacher educators within the context of school–university partnership. Issue 2 (15th March 2022) Authors: White, Elizabeth; Timmermans, Miranda; Dickerson, Claire Journal: European journal of teacher education Issue: Volume 45:Issue 2(2022) Page Start: 282 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
7. Staff–student collaboration: student learning from working together to enhance educational practice in higher education. Issue 3 (2nd April 2016) Authors: Dickerson, Claire; Jarvis, Joy; Stockwell, Lewis Journal: Teaching in higher education Issue: Volume 21:Issue 3(2016) Page Start: 249 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
8. Supporting professional learning and development through international collaboration in the co-construction of an undergraduate teaching qualification. Issue 3 (26th May 2016) Authors: Jarvis, Sal; Bowtell, Julie; Bhania, Lynn; Dickerson, Claire Journal: Professional development in education Issue: Volume 42:Issue 3(2016) Page Start: 403 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
9. Teacher leaders as teacher educators: recognising the 'educator' dimension of some teacher leaders' practice. Issue 3 (27th May 2021) Authors: Dickerson, Claire; White, Elizabeth; Levy, Roger; Mackintosh, Julia Journal: Journal of education for teaching Issue: Volume 47:Issue 3(2021) Page Start: 395 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
10. The role of pupils in developing student teachers' knowledge of teaching. Issue 4 (8th August 2021) Authors: Dickerson, Claire; Levy, Roger; Jarvis, Joy; Thomas, Kit Journal: Journal of education for teaching Issue: Volume 47:Issue 4(2021) Page Start: 475 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗