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Duggan, M (2024) '‘Against the odds’: a study into the nature of protective factors that support and facilitate a sample of individuals from Black, Asian and minority ethnic backgrounds into the teaching profession.' Journal of Education for Teaching, 50 (2). pp. 280-294.
Durden-Myers, E.J 
ORCID: 0000-0001-7705-1138, Evans, E, Davies, M, Campbell, J and Swaithes, W
(2024)
'Evaluating the implementation of curriculum reform: the perspectives of Welsh teachers navigating the new health and wellbeing area of learning experience.'
Journal of Education for Teaching.
doi: 10.1080/02607476.2024.2371308
Parfitt, A (2020) 'Can the concept of the protean career help us to understand millennial pre-service teacher retention challenges? A study of two pre-service teachers’ career pathways in England.' Journal of Education for Teaching, 46 (3). pp. 324-335.
Parfitt, A and Read, S (2024) 'Walking-creating for fostering teachers’ education in peripheral coastal communities.' Journal of Education for Teaching, 50 (2). pp. 329-340.
Sorensen, N and La Velle, L (2013) 'Catching the sparks: an evaluation of the early development of a novel Master’s degree in teaching and learning.' Journal of Education for Teaching, 39 (1). pp. 74-92.
Sorensen, N and la Velle, L (2013) 'Catching the sparks: an evaluation of the early development of a novel master’s degree in teaching and learning.' Journal of Education for Teaching, 39 (1). pp. 74-92.
Van Nuland, S, Dinitsa-Schmidt, S, Assunção Flores, M, Hordatt Gentles, C, la Velle, L and Ruttenberg-Rozen, R (2024) 'Changes in teacher education provision: comparative experiences internationally.' Journal of Education for Teaching, 50 (2). pp. 341-366.
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la Velle, L (2024) 'Continuing ‘reforming’ policies in teacher education internationally: what can we learn from current accounts?' Journal of Education for Teaching, 50 (5). pp. 946-957.
la Velle, L (2021) 'Editorial - Discourse and pedagogy: two pillars of teacher education.' Journal of Education for Teaching, 47 (3). pp. 305-308.
la Velle, L (2021) 'Editorial - Initial teacher education programmes: so much to include.' Journal of Education for Teaching, 47 (1). pp. 1-3.
la Velle, L (2021) 'Editorial - Professional knowledge communities of practice: building teacher self-efficacy.' Journal of Education for Teaching, 46 (5). pp. 613-615.
la Velle, L (2021) 'Editorial - Recurring themes in teacher education: pedagogy, practice and policy.' Journal of Education for Teaching, 47 (5). pp. 635-637.
la Velle, L (2020) 'Editorial - Teacher education approaching crisis: external and internal factors.' Journal of Education for Teaching, 46 (3). pp. 259-262.
la Velle, L (2021) 'Editorial - Teachers’ learning and knowledge: motivation and self-efficacy.' Journal of Education for Teaching, 47 (4). pp. 471-474.
la Velle, L (2021) 'Editorial - The heroism of teachers: agility and adaptability through professional education.' Journal of Education for Teaching, 47 (2). pp. 143-146.
la Velle, L (2015) 'Editorial - Translational research and knowledge mobilisation in teacher education: towards a ‘clinical’, evidence-based profession?' Journal of Education for Teaching, 41 (5). pp. 460-463.
la Velle, L (2013) 'Masterliness in the teaching profession: global issues and local developments.' Journal of Education for Teaching, 39 (1). pp. 2-8.
la Velle, L and Flores, M.A (2018) 'Perspectives on evidence-based knowledge for teachers: acquisition, mobilisation and utilisation.' Journal of Education for Teaching, 44 (5). pp. 524-538.
la Velle, L, Newman, S, Montgomery, C and Hyatt, D (2020) 'Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities.' Journal of Education for Teaching, 46 (4). pp. 596-608.
la Velle, L and Ovenden-Hope, T (2015) 'Translational research in education for knowledge mobilisation: a study of use and teacher perception in primary schools in England, UK.' Journal of Education for Teaching, 41 (5). pp. 574-585.
la Velle, L, Reynolds, D and Nichol, J (2013) 'An unusually effective school/university programme: the Plymouth and Peninsula Model.' Journal of Education for Teaching, 39 (4). pp. 400-415.