Bendl, S., Voňková, H., & Zvírotský, M. (2013). Impact of the Bologna process two-cycle implementation on teacher education in the Czech Republic. Pedagogická orientace,
Berry, A., & Loughran, J. (2012). Developing science teacher educators’ pedagogy of teacher education. In B. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of science education (Vol. 24, pp. 401–416). Dordrecht: Springer.
Bianchini, J. (2012). Teaching while still learning to teach: Beginning science teachers’ views, experiences, and classroom practices. In B. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of science education (Vol. 24, pp. 389–400). Dordrecht: Springer.
Boyle, S., Fahey, E., Loughran, J., & Mitchell, I. (2001). Classroom research into good learning behaviours. Educational Action Research,
Caena, F. (2014). Initial teacher education in Europe: An overview of policy issues. Brussels: European Commission.
Castro, R. (2015). Teacher education in Portugal: A history of transitions. In L. Leite, M. Flores, L. Dourado, M. Vilaça, & S. Morgado (Eds.), Proceedings of the ATEE annual conference 2014—Transitions in teacher education and professional identities (pp. 3–14). Brussels: ATEE.
Crawford, R. (2014). A pedagogic trinity: Exploring the art, craft and science of teaching. Journal of Pedagogic Development,
Davies, P. (1999). What is evidence-based education? British Journal of Educational Studies,
Day, C., & Sachs, J. (2004). Professionalism, performativity and empowerment: Discourses in the politics, policies and purposes of continuing professional development. In C. Day & J. Sachs (Eds.), International Handbook on the continuing professional development of teachers (pp. 3–32). Maidenhead: Open University Press.
Dillon, J., & Maguire, M. (2007). Developing as a beginning teacher. In J. Dillon & M. Maguire (Eds.), Becoming a teacher: Issues in secondary teaching (3rd ed., pp. 3–25). Berkshire: Open University Press.
Drozka, W., & Madalinska-Michalak, J. (2015). Motivations for choosing teaching as a career in biographical experiences of prospective teachers. In L. Leite, M. Flores, L. Dourado, M. Vilaça, & S. Morgado (Eds.), Proceedings of the ATEE annual conference 2014—Transitions in teacher education and professional identities (pp. 93–203). Brussels: ATEE.
Eurydice. (2011). Science education in Europe: National policies, practices and research. Brussels: Eurydice.
Eurydice (2015). The teaching profession in Europe: Practices, perceptions, and policies. Eurydice report. Luxembourg: Publications Office of the European Union.
Flores, M., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education,
Flores, M., Santos, P., Fernandes, S., & Pereira, D. (2014). Pre-service teachers’ views of their training: Key issues to sustain quality teacher education. Journal of Teacher Education for Sustainability,
Frost, J. (2010). Learning to be a science teacher. In J. Frost (Ed.), Learning to teach science in the secondary school: A companion to school experience 3
Ed (pp. 2–10). New York: Routledge.
Gil-Pérez, D. (1991). ¿Qué han de saber y saber hacer los profesores de ciencias? Enseñanza de las Ciencias,
Golan, M., & Fransson, G. (2009). Professional codes of conduct: Towards an ethical framework for novice teacher educators. In A. Swennen & M. Klink (Eds.), Becoming a teacher educator: Theory and practice for teacher educators (pp. 45–57). Dordrecht: Springer.
Goodwin, A., & Kosnik, C. (2013). Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers. Teacher Development,
Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education,
Hilton, G., Flores, M., & Niklasson, L. (2013). Teacher quality, professionalism and professional development: Findings from a European project. Teacher Development,
Korthagen, F. (2010). How teacher education can make a difference. Journal of Education for Teaching,
Lederman, N., & Lederman, J. (2015). The status of preservice science teacher education: A global perspective. Journal of Science Teacher Education,
Leite, C. (2005). Percursos e tendências recentes da formação de professores em Portugal. Educação,
Lima, L., Castro, R., Magalhães, J., & Pacheco, J. (1995). O modelo integrado vinte anos depois. Revista Portuguesa de Educação,
Luehmann, A. (2007). Identity development as a lens to science teacher preparation. Science Education,
McMillan, J., & Schumacher, S. (2010). Research in education: Evidence-based inquiry (7th ed.). New Jersey: Pearson International Edition.
Murray, J. (2014). Teacher educators’ constructions of professionalism: A case study. Asia-Pacific Journal of Teacher Education,
Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspective: Current practices in OECD countries and a literature review on potential effects. OECD. doi:10.1787/5kmbphh7s47h-en. Accessed September 14, 2015.
Nelson, F. (2015). What we see when we look in the mirror: Conceptions of and intentions for reflection by science teacher educators. Cogent Education,
Nunes, M., Rebelo, M., & Nascimento, M. (2010). A formação inicial de professores de física e química na Universidade de Coimbra: A evolução dos currículos no âmbito do processo de Bolonha. Revista Portuguesa de Pedagogia,
OECD. (2013). Supporting teacher educators for better learning outcomes. OECD. http://ec.europa.eu/education/school-education/teacher-cluster_en.htm. Accessed September 14, 2015.
OECD. (2014). Education at a glance 2014: OECD indicators. OECD Publishing.
doi:10.1787/eag-2014-en. Accessed September 14, 2015.
Ogunniyi, M., & Rollnick, M. (2015). Pre-service science teacher education in Africa: Prospects and challenges. Journal of Science Teacher Education,
Olson, J., Tippett, C., Milford, T., Ohana, C., & Clough, M. (2015). Science teacher preparation in a North American context. Journal of Science Teacher Education,
Reis, P., & Camacho, G. (2009). A avaliação da concretização do processo de Bolonha numa instituição de ensino superior Portuguesa. Revista Española de Educación Comparada,
Schneider, R. (2015). Pedagogical content knowledge reconsidered: A teacher educator’s perspective. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 162–177). New York: Routledge.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher,
Snoek, M., & Zogla, I. (2009). Teacher education in Europe: Main characteristics and developments. In A. Swennen & M. Klink (Eds.), Becoming a teacher educator: Theory and practice for teacher educators (pp. 11–27). Dordrecht: Springer.
Wallace, J., & Loughran, J. (2012). Science teacher learning. In B. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of science education (Vol. 24, pp. 295–306). Dordrecht: Springer.
Zeichner, K. (2005). Becoming a teacher educator: A personal perspective. Teaching and Teacher Education,