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Cited by 272

The DOI matches its Crossref record; 59 of the 59 references it cites were found in a registry or an index.

Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers

Goodwin, A. Lin, Kosnik, Clare·2013·Teacher Development
DOI 10.1080/13664530.2013.813766
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Abstract

Becoming a teacher educator involves more than a job title. One becomes a teacher educator as soon as one does teacher education, but one’s professional identity as a teacher educator is constructed over time. Developing an identity and practices in teacher education is best understood as a process of becoming. Though the work of teaching shares much in common with the work of teacher education, the two positions are significantly divergent in important ways.

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Metadata

Authors
Goodwin, A. L., & Kosnik, C.
Venue
Teacher Development
Publisher
Informa UK Limited
Published
2013-08
Volume
17
Issue
3
Pages
334-346
ISSN
  • 1366-4530 (ISSN-L)
  • 1747-5120
DOI
10.1080/13664530.2013.813766
OpenAlex
W1973444203
Cited by
272
References
59
FWCI
55.87
Type
journal article
Language
en
Open access
closed

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CoChat. (2026). Citation check: Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers. https://app.cochat.ai/papers/10.1080/13664530.2013.813766
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Goodwin, A. L., & Kosnik, C. (2013). Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers. Teacher Development. https://doi.org/10.1080/13664530.2013.813766

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.