PERTANIKA JOURNAL OF TROPICAL AGRICULTURAL SCIENCE

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• Andreasen, J. K., Bjørndal, C. R. P., & Kovač, V. B. (2019). Being a teacher and teacher educator: The antecedents of teacher educator identity among mentor teachers. Teaching and Teacher Education, 85, 281-291. https://doi.org/10.1016/j.tate.2019.05.011

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• Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

• El Masry, T., & Mohd Saad, M. R. (2017). Complexities and tensions ESL Malaysian student teachers face during their field practice. English Teacher, 46(1), 1-16.

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• Goh, P. S. C., & Canrinus, E. T. (2019). Pre-service teachers’ perception of program coherence and its relationship to their teaching efficacy. Pertanika Journal of Social Science & Humanities, 27(T2), 27–45.

• Guise, M. (2013). Forming university and teacher partnerships in an effort to reframe and rethink mentoring programs. English Journal, 102(3), 65-70.

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• Hume, A., & Berry, A. (2011). Constructing CoRes—a strategy for building PCK in pre-service science teacher education. Research in Science Education, 41(3), 341–355. https://doi.org/10.1007/s11165-010-9168-3

• Jaspers, W. M., Meijer, P. C., Prins, F., & Wubbels, T. (2014). Mentor teachers: Their perceived possibilities and challenges as mentor and teacher. Teaching and Teacher Education, 44(1), 106-116. https://doi.org/10.1016/j.tate.2014.08.005

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• Kakazu, K., & Kobayashi, M. (2022). Student teachers’ development throught a first-time teaching practicum and challenegs: A qualitative case study approach. Journal of Education for Teaching, 49(3), 401-415. https://doi.org/10.1080/02607476.2022.2104629

• Khan, I., & Nazir, N. (2017). An empirical examination of the effects of personality traits and transfer climate factors on transfer of training & motivation: A longitudinal study. Studies in Business and Economics, 12(3), 92-111. https://doi.org/10.1515/sbe-2017-0039

• Komolafe, B. F., Ogunniran, M. O., Zhang, F. Y., & Qian, X. S. (2020). A comparative perspective of teaching skill acquisition in pre-service physics teacher (PSPT) training program in China and Nigeria. Journal of Baltic Science Education, 19(3), 356–373. https://doi.org/10.33225/jbse/20.19.356

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• Li, P. B., Sani, B. B., & Azmin, N. A. B. M. (2021). Identifying mentor teachers roles and perceptions in pre-service teachers teaching practicum: The use of a mentoring model. International Journal of Education and Practice, 9(2), 365–378. https://doi.org/10.18488/journal.61.2021.92.365.378

• Lim, W., Son, J. W., & Kim, D. J. (2018). Understanding pre-service teacher skills to construct lesson plans. International Journal of Science and Mathematics Education, 16(3), 519-538. https://doi.org/10.1007/s10763-016-9783-1

• Lynch, D., & Smith, R. (2012). Teacher education partnerships: An Australian research-based perspective. Australian Journal of Teacher Education (Online), 37(11), 137–151. https://doi.org/10.14221/ajte.2012v37n11.7

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• O’Dea, J. A., & Peralta, L. R. (2011). Perceptions of the teaching practicum among Human Movement and Health Education pre-service teachers in Australia: The role of university coursework, university-school partnerships and e-learning. Waikato Journal of Education, 16(1), 77-92. https://doi.org/10.15663/wje.v16i1.72

• Olsen, B., & Buchanan, R. (2017). “Everyone wants you to do everything”: Investigating the professional identity development of teacher educators. Teacher Education Quarterly, 44(1), 9-34. https://www.jstor.org/stable/90003616

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• Petre, G. E., Jalba, C. M., Sasu, M. R., & Visan, D. (2022). Teaching practicum: An interplay between ideal and real in pre-service teacher’s training. Acta Didactica Napocensia, 15(2). 198-208. https://doi.org/10.24193/adn.15.2.13

• Safari, P., & Rashidi, N. (2015). Teacher education beyond transmission: Challenges and opportunities for Iranian teachers of English. Issues in Educational Research, 25(2), 187-203.

• Sieberer-Nagler, K. (2015). Effective classroom-management & positive teaching. English Language Teaching, 9(1), 163-172. https://doi.org/10.5539/elt.v9n1p163

• Simon, M., Chitpin, S., & Yahya, R. (2010). Pre-service teachers’ thinking about student assessment issues. International Journal of Education, 2(2), 1-20. https://doi.org/10.5296/ije.v2i2.490

• Snoek, M., & Volman, M. (2014). The impact of the organisational transfer climate on the use of teacher leadership competences developed in a post-initial Master’s program. Teaching and Teacher Education, 37, 91-100. https://doi.org/10.1016/j.tate.2013.10.005

• Takaoglu, Z. B. (2017). Challenges faced by pre-service science teachers during the teaching and learning process in Turkey. Journal of Education and Training Studies, 5(2), 100–110. https://doi.org/10.11114/jets.v5i2.2132

• Toe, D. M., Ure, C., & Blake, D. (2020). Final year pre-service teachers’ views of professional experience in partnership schools. Australian Journal of Teacher Education (Online), 45(2), 104–127. https://doi.org/10.14221/ajte.2020v45n2.6

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• Yin, J. (2019). Connecting theory and practice in teacher education: English-as-a-foreign-language pre-service teachers’ perceptions of practicum experience. Innovation and Education, 1(1), 1–8. https://doi.org/10.1186/s42862-019-0003-z

• Yuan, R., & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1–12. https://doi.org/10.1016/j.system.2014.02.002