International Journal of Changes in Education

• Nsibande, R. (2007). Using professional dialogue to facilitate meaningful reflection for higher education practitioners. In Proceedings of the 30th Higher Education Research and Development Society of Australasia Annual Conference, 8–11.
• Lee, C., Addison-Pettit, P., & Tyler, D. (2021). PGCE practice tutors – Preconceptions, perceptions and actuality. UK: Praxis Report.
• Glover, A., Jones, M., Thomas, A., & Worrall, L. (2024). Finding the joy: Effective mentoring in teacher education. Mentoring & Tutoring: Partnership in Learning, 32(4), 377–394. https://doi.org/10.1080/13611267.2024.2360605
• Welsh Government. (2019). Investing in excellence: Our national workforce development plan 2019–21. Retrieved from: https://www.gov.wales/sites/default/files/publications/2019-11/investing-in-excellence-our-national-workforce-deve lopment-plan-2019-21.pdf
• Welsh Government. (2023). Our national mission: High standards and aspirations for all. Retrieved from: https://www.gov.wales/our-national-mission-high-standards-and-aspirations-all-html
• Furlong, J. (2020). Re-forming initial teacher education in wales: A personal review of the literature. Wales Journal of Education, 22(1), 38–59. https://doi.org/10.16922/wje.22.1.3-ene
• Kools, M., & Stoll, L. (2016). What makes a school a learning organisation? France: OECD Publishing. https://doi.org/10.1787/5jlwm62b3bvh-en
• Glover, A., & Hutchinson, S. (2023). Delivering education reform in Wales: A flexible route into teaching. Education Inquiry, 14(4), 442–457. https://doi.org/10.1080/20004508.2022.2051822
• Glover, A., & Stewart, S. (2024). Using a blended distance pedagogy in teacher education to address challenges in teacher recruitment. Teaching Education, 35(1), 104–126. https://doi.org/10.1080/10476210.2023.2223526
• Kurejsepi, E., & Bajrami, V. (2024). Evaluation and self-evaluation of teachers during the educational process. Human Research in Rehabilitation, 14(1), 122–129. https://doi.org/10.21554/hrr.042412
• Zuengler, J., & Miller, E. R. (2006). Cognitive and sociocultural perspectives: Two parallel SLA worlds? TESOL Quarterly, 40(1), 35–58. https://www.jstor.org/stable/40264510
• Vygotsky, L. S. (2011). The dynamics of the schoolchild’s mental development in relation to teaching and learning. Journal of Cognitive Education and Psychology, 10(2), 198–211. https://doi.org/10.1891/1945-8959.10.2.198
• Hall, J. K. (2013). Teaching and researching: Language and culture. UK: Routledge.
• Connolly, S., Bates, G., & Shea, J. (2020). “First meetings”: Constructive first encounters between pre-service teachers and their mentors. International Journal of Mentoring and Coaching in Education, 9(4), 411–426. https://doi.org/10.1108/IJMCE-10-2019-0096
• Edwards-Groves, C., & Hardy, I. (2013). “Well, that was an intellectual dialogue!”: How a whole-school focus on improvement shifts the substantive nature of classroom talk. English Teaching: Practice and Critique, 12(2), 116–136.
• Hobson, A. J., & Malderez, A. (2013). Judgementoring and other threats to realizing the potential of school-based mentoring in teacher education. International Journal of Mentoring and Coaching in Education, 2(2), 89–108. https://doi.org/10.1108/IJMCE-03-2013-0019
• Lofthouse, R. M. (2018). Re-imagining mentoring as a dynamic hub in the transformation of initial teacher education: The role of mentors and teacher educators. International Journal of Mentoring and Coaching in Education, 7(3), 248–260. https://doi.org/10.1108/IJMCE-04-2017-0033
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. UK: Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
• Aderibigbe, S., Gray, D. S., & Colucci-Gray, L. (2018). Understanding the nature of mentoring experiences between teachers and student teachers. International Journal of Mentoring and Coaching in Education, 7(1), 54–71. https://doi.org/10.1108/IJMCE-04-2017-0028
• OECD. (2021). Teachers’ professional learning study: Diagnostic report for Wales. OECD Education Policy Perspectives, No. 33. France: OECD Publishing. https://doi.org/10.1787/caf912c7-en
• Jones, L., Tones, S., & Foulkes, G. (2019). Exploring learning conversations between mentors and associate teachers in initial teacher education. International Journal of Mentoring and Coaching in Education, 8(2), 120–133. https://doi.org/10.1108/IJMCE-08-2018-0050
• Shanks, R. (2023). Informal coaching and mentoring and an “informal turn” in teacher professional learning. International Journal of Mentoring and Coaching in Education, 12(4), 440–452. https://doi.org/10.1108/IJMCE-10-2022-0091
• Chien, C. W., & Teo, T. (2022). Structuring professional dialogue through protocols: A study among elementary English teachers in Taiwan. Educational Research for Policy and Practice, 21(3), 357–373. https://doi.org/10.1007/s10671-021-09309-6
• Forster, C., Wire, T., Eperjesi, R., Hollier, R., Howell, E., & Penny, J. (2022). Exploring the impact of expert guidance from school-based mentors on student teachers’ professional learning. Practice, 4(1), 56–66. https://doi.org/10.1080/25783858.2021.1997338
• Mutluoğlu, A. K., & Balaman, U. (2023). The use of video enhanced observation in video-mediated post-observation conversations on pre-service EFL teachers’ online practicum teaching. System, 118, 103151. https://doi.org/10.1016/j.system.2023.103151
• Timperley, H. (2023). Leading professional conversations: Adaptive expertise for schools. Australia: ACER Press.
• Atkins, S. (2019). Trust-based mentoring towards a new knowledge state as a change cycle: Exploring key interpersonal interactions. International Journal of Evidence Based Coaching & Mentoring, 17(2), 36–51. https://doi.org/10.24384/g11c-ng05
• Waters, M. (2020). Learning to be a teacher for Wales: The induction of teachers into the profession. Retrieved from: https://www.gov.wales/sites/default/files/publications/2020-11/learning-to-be-teacher-wales-induction-teachers-into-profession.pdf
• Bjuland, R., & Helgevold, N. (2018). Dialogic processes that enable student teachers’ learning about pupil learning in mentoring conversations in a lesson study field practice. Teaching and Teacher Education, 70, 246–254. https://doi.org/10.1016/j.tate.2017.11.026
• Alexander, R. (2008). Talking, teaching, learning. In R. Alexander (Ed.), Essays on pedagogy (pp. 92–120). Routledge.
• McNeil, L. (2012). Using talk to scaffold referential questions for English language learners. Teaching and Teacher Education, 28(3), 396–404. https://doi.org/10.1016/j.tate.2011.11.005
• Maready, B., Cheng, Q., & Bunch, D. (2021). Exploring mentoring practices contributing to new teacher retention: An analysis of the beginning teacher longitudinal study. International Journal of Evidence Based Coaching and Mentoring, 19(2), 88–99. https://doi.org/10.24384/rgm9-sa56
• Parker, A. K., Zenkov, K., & Glaser, H. (2021). Preparing school-based teacher educators: Mentor teachers’ perceptions of mentoring and mentor training. Peabody Journal of Education, 96(1), 65–75. https://doi.org/10.1080/0161956X.2021.1877027
• Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative & mixed methods approaches. USA: SAGE.
• Hatch, J. A. (2023). Doing qualitative research in education settings. USA: State University of New York Press.
• Taherdoost, H. (2022). What are different research approaches? Comprehensive review of qualitative, quantitative, and mixed method research, their applications, types, and limitations. Journal of Management Science & Engineering Research, 5(1), 53–63. https://doi.org/10.30564/jmser.v5i1.4538
• Nassaji, H. (2020). Good qualitative research. Language Teaching Research, 24(4), 427–431. https://doi.org/10.1177/1362168820941288
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. USA: SAGE Publications Inc.
• Ritchie, J., Lewis, J., McNaughton Nicolls, C., & Ormston, R. (2014). Qualitative research practice: A guide for social science students and researchers. UK: SAGE Publishers Ltd.
• Jackson, K., & Bazeley, P. (2019). Qualitative data analysis with NVivo. UK: SAGE Publications Ltd.
• Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. UK: SAGE Publications Ltd.
• Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher, 42(8), 846–854. https://doi.org/10.1080/0142159X.2020.1755030
• Thomas, A., Bleasdale, C., Clifton, G., & Glover, A. (2024). Professional conversations: Improving practice through collaborative reflection. UK: The Open University. https://oro.open.ac.uk/99665/
• Welsh Government. (2019). Professional standards for teaching and leadership. Retrieved from: https://hwb.gov.wales/api/storage/19bc948b-8a3f-41e0-944a-7bf2cadf7d18/professional-standards-for-teaching-and-leadership-interactive-pdf-for-pc.pdf

APA

Glover, A., Bleasdale, C., Clifton, G., & Thomas, A. (2026). “It’s Good to Talk”: Exploring Effective Professional Conversations in Teacher Education. International Journal of Changes in Education, 3(2), 205-213. https://doi.org/10.47852/bonviewIJCE52023876

Vancouver

Glover A, Bleasdale C, Clifton G, Thomas A. “It’s Good to Talk”: Exploring Effective Professional Conversations in Teacher Education. International Journal of Changes in Education. 2026;3(2):205-13. https://doi.org/10.47852/bonviewIJCE52023876

AMA

Glover A, Bleasdale C, Clifton G, Thomas A. “It’s Good to Talk”: Exploring Effective Professional Conversations in Teacher Education. International Journal of Changes in Education. 2026;3(2), 205-213. https://doi.org/10.47852/bonviewIJCE52023876

Chicago

Glover, Alison, Catharine Bleasdale, Grace Clifton, and Angela Thomas. "“It’s Good to Talk”: Exploring Effective Professional Conversations in Teacher Education". International Journal of Changes in Education 2026 3 no. 2 (2026): 205-213. https://doi.org/10.47852/bonviewIJCE52023876

Harvard

Glover, A., Bleasdale, C., Clifton, G., and Thomas, A. (2026). “It’s Good to Talk”: Exploring Effective Professional Conversations in Teacher Education. International Journal of Changes in Education, 3(2), pp. 205-213. https://doi.org/10.47852/bonviewIJCE52023876

MLA

Glover, Alison et al. "“It’s Good to Talk”: Exploring Effective Professional Conversations in Teacher Education". International Journal of Changes in Education, vol. 3, no. 2, 2026, pp. 205-213. https://doi.org/10.47852/bonviewIJCE52023876