| Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge L Rusznyak, E Walton Education as change 15 (2), 271-285, 2011 | 149 | 2011 |
| The initial teacher education research project R Deacon Final report. JET Education, 3600-3604, 2016 | 78 | 2016 |
| Learning to teach without school-based experience: Conundrums and possibilities in a South African context M Robinson, L Rusznyak Journal of Education for Teaching 46 (4), 517-527, 2020 | 68 | 2020 |
| Cumulative knowledge-building for inclusive education in initial teacher education E Walton, L Rusznyak European Journal of Teacher Education 43 (1), 18-37, 2020 | 66 | 2020 |
| Choices in the design of inclusive education courses for pre-service teachers: The case of a South African university E Walton, L Rusznyak International Journal of Disability, Development and Education 64 (3), 231-248, 2017 | 60 | 2017 |
| Affordances and limitations of a special school practicum as a means to prepare pre-service teachers for inclusive education E Walton, L Rusznyak International Journal of Inclusive Education 18 (9), 957-974, 2014 | 53 | 2014 |
| Pre-service teachers' pedagogical learning during practicum placements in special schools E Walton, L Rusznyak Teaching and Teacher Education 36, 112-120, 2013 | 44 | 2013 |
| Advancing professional teaching in South Africa: lessons learnt from policy frameworks that have regulated teachers' work L Rusznyak, F Kimathi Education as Change 22 (3), 1-25, 2018 | 42 | 2018 |
| Knowledge selection in initial teacher education programmes and its implications for curricular coherence L Rusznyak Journal of Education 60, 7-29, 2015 | 30 | 2015 |
| Could practicum placements in contrasting contexts support the preparation of pre-service teachers for an envisaged inclusive education system? A South African study L Rusznyak, E Walton International Journal of Disability, Development and Education 64 (5), 463-482, 2017 | 28 | 2017 |
| What messages about teacher professionalism are transmitted through South African pre-service teacher education programmes? L Rusznyak South African Journal of Education 38 (3), 2018 | 23 | 2018 |
| Approaches to assessing pre-service teachers’ learning in authentic and rigorous ways: The case of an Inclusive Education module E Walton, L Rusznyak Perspectives in Education 34 (1), 84-101, 2016 | 23 | 2016 |
| Knowledge and judgement for assessing student teaching: A cross-institutional analysis of teaching practicum assessment instruments L Rusznyak, C Bertram Journal of Education 60, 31-61, 2015 | 23 | 2015 |
| Conceptualising work-integrated learning: Supporting pre-service teachers’ capacity for pedagogic reasoning L Rusznyak, C Bertram Journal of Education, 32-54, 2021 | 20* | 2021 |
| Confronting the ‘pedagogical immunity’ of student teachers L Rusznyak Education as Change 13 (2), 263-276, 2009 | 18 | 2009 |
| Developing standards for inclusive teaching in South Africa: A dilemma analysis E Walton, L Rusznyak Southern African Review of Education 25 (1), 89-106, 2019 | 17 | 2019 |
| Using metaphors to gain insight into South African student teachers' initial and developing conceptions of ‘being a teacher’ L Rusznyak, E Walton Education as Change 18 (2), 335-355, 2014 | 14 | 2014 |
| Seeking substance in student teaching L Rusznyak Retrieving teaching: Critical issues in curriculum, pedagogy and learning …, 2010 | 13 | 2010 |
| 'Theory' for teacher practice: a typology of application tasks in teacher education Y Shalem, L Rusznyak South African Journal of Higher Education 27 (5), 1118-1134, 2013 | 12 | 2013 |
| Summative Assessment of student teaching: A proposed approach for quantifying practice L Rusznyak Journal of Education 56, 91-115, 2012 | 12 | 2012 |
Elizabeth WaltonProfessor of Education, University of NottinghamVerified email at nottingham.ac.uk
