Peiser, G, Pratt, A and Putwain, DW (2022) Student teachers’ views about the university’s research contribution to professional knowledge development. Teaching and Teacher Education, 112. ISSN 0742-051X

Peiser, G (2020) Mentoring Students on Professional Courses in Higher Education in the Workplace: New Opportunities and Challenges. In: Woolhouse, C and Nicholson, L, (eds.) Mentoring in Higher Education: Case Studies of Peer Learning and Pedagogical Development. Palgrave Macmillan, London, pp. 95-113. ISBN 978-3-030-46890-3

Peiser, G, Duncalf, D and Mallaburn, A (2019) The role of the mentor in an increasingly school-led English initial teacher education policy context. Professional Development in Education. ISSN 1367-4587

Peiser, G and Stanley, G (2019) Free access to the concert hall: widening university students’ participation in extracurricular activity? British Journal of Music Education, 37 (1). pp. 43-54. ISSN 1469-2104

Peiser, G, Ambrose, J, Burke, B and Davenport, J (2018) The role of the mentor in professional knowledge development across four professions. International Journal of Mentoring and Coaching in Education, 7 (1). pp. 2-18. ISSN 2046-6854

Peiser, G (2016) Overcoming Barriers: Engaging younger students in an online intercultural exchange. Intercultural Education, 26 (5). pp. 361-376. ISSN 1469-8439

Peiser, G (2015) The place of research in teacher education. In: Beauchamp, G, Clarke, L, Hulme, M, Jephcote, M, Kennedy, A, Magennis, G, Menter, I, Murray, J, Mutton, T, O'Doherty, T and Peiser, G, (eds.) Teacher education in times of change. Policy Press, Bristol, pp. 161-178. ISBN 1447318544

Byram, M and Peiser, G (2015) Culture Learning in the Language Classroom. In: Bennett, JM, (ed.) The Sage Encyclopedia of Intercultural Competence. SAGE Publications, pp. 205-208. ISBN 9781452244280

Peiser, G (2012) The significance of intercultural understanding in modern foreign languages Key Stage 3 curriculum : the perspectives of policy makers, teachers and pupils. Doctoral thesis, Liverpool John Moores University.