# References

Beauchamp, C. and Thomas, L. (2009) ‘Understanding teacher identity: An overview of issues in the literature and implications for teacher education’, Cambridge Journal of Education, vol. 39, pp. 175–89.

Caires S., Almeida, L. and Vieira, D. (2012) ‘Becoming a teacher: student teachers’ experiences and perceptions about teaching practice’, European Journal of Teacher Education, vol. 35, no. 2, pp. 163–78.

Calderhead, J. and Shorrock, S. (1997) Understanding teacher education, London, Falmer Press.

Daloz, L. (1986) Effective teaching and Mentoring, San Francisco, Jossey Bass.

Department for Education and Skills (DfES) (2005a) National Framework for Mentoring and Coaching, Leicester, CUREE.

Kagan, D. (1992) ‘Professional growth among preservice and beginning teachers’, Review of Educational Research, vol. 62, no. 2, pp. 129–69.

Maldrez, A., Hobson, A., Tracey, L. and Kerr, K. (2007) ‘Becoming a student teacher: core features of the experience’, European Journal of Teacher Education, vol. 30, no. 3, pp. 225–48.

Murray, J. (2009) ‘Towards the re-articulation of the work of teacher educators in Higher Education institutions in England’, European Journal of Teacher Education, vol. 31, no. 1.

Richter et al. (2011) ‘Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities’, Teaching and Teacher Education, vol. 27.

Stephenson, J. (1995) ‘Significant others: the primary trainee view of practice in schools’, Educational Studies, vol. 21.

Sutton, R. and Wheatley, K. (2003) ‘Teachers’ emotions and teaching: A review of the literature and directions for future research’, Educational Psychology Review, vol. 15, pp. 327–58.

Taylor, A. (2008) ‘Developing understanding about learning to teach in a university-schools partnership in England’, British Educational Research Journal, vol. 34, no. 1.

Timoštšuk, I. and Ugaste, A. (2012) ‘The role of emotions in student teachers’ professional identity’, European Journal of Teacher Education, vol. 35, no. 4, pp. 421–33.

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