Teacher Development, Volume 28, Issue 2 (2024)

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Teacher Development, Volume 28, Issue 2 (2024)

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Volume 28, 2024 Vol 27, 2023 Vol 26, 2022 Vol 25, 2021 Vol 24, 2020 Vol 23, 2019 Vol 22, 2018 Vol 21, 2017 Vol 20, 2016 Vol 19, 2015 Vol 18, 2014 Vol 17, 2013 Vol 16, 2012 Vol 15, 2011 Vol 14, 2010 Vol 13, 2009 Vol 12, 2008 Vol 11, 2007 Vol 10, 2006 Vol 9, 2005 Vol 8, 2004 Vol 7, 2003 Vol 6, 2002 Vol 5, 2001 Vol 4, 2000 Vol 3, 1999 Vol 2, 1998 Vol 1, 1997
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Research Articles

Article
‘Courageous and uncomfortable’: high school English language arts teachers using shared leadership qualities in virtual and hybrid classrooms during the COVID-19 pandemic
Jessica Gibbons
Pages: 145-157
Published online: 30 Nov 2023
Abstractfor‘Courageous and uncomfortable’: high school English language arts teachers using shared leadership qualities in virtual and hybrid classrooms during the COVID-19 pandemic | Full Text | References | PDF (259.3 KB) | EPUB
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Article
Teachers’ perceptions about the value of protocols for professional development: results of a qualitative investigation
Rebecca Woodland, Ann M. Leonard & Itza D. Martinez
Pages: 158-177
Published online: 18 Oct 2023
AbstractforTeachers’ perceptions about the value of protocols for professional development: results of a qualitative investigation | Full Text | References | PDF (800.1 KB) | EPUB
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Article
Beginning student teachers’ agency in teacher identity negotiations
Maaret Juutilainen, Riitta-Leena Metsäpelto, Marja Mäensivu & Anna-Maija Poikkeus
Pages: 178-194
Published online: 18 Jan 2024
AbstractforBeginning student teachers’ agency in teacher identity negotiations | Full Text | References | PDF (314.8 KB) | EPUB
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Open Access
Article
Embedding epistemic insight (EI) in teacher training programmes in English universities: barriers and how to overcome them
Berry Billingsley, Fran Riga, Agnieszka J. Gordon & Mark Windsor
Pages: 195-214
Published online: 01 Sep 2023
AbstractforEmbedding epistemic insight (EI) in teacher training programmes in English universities: barriers and how to overcome them | Full Text | References | PDF (339.1 KB) | EPUB | Supplemental
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Article
Socio-emotional aspects articulated with content in an online teachers’ community of practice: ‘agreeable dialogue zones’
Alfonso García-Monge, Daniel Bores-García & Gustavo González-Calvo
Pages: 215-243
Published online: 17 Dec 2023
AbstractforSocio-emotional aspects articulated with content in an online teachers’ community of practice: ‘agreeable dialogue zones’ | Full Text | References | PDF (2.5 MB) | EPUB
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Article
Factors associated with teachers’ perceived knowledge regarding serving secondary students with disabilities
Alexandra Shelton & Brennan Register
Pages: 244-260
Published online: 10 Nov 2023
AbstractforFactors associated with teachers’ perceived knowledge regarding serving secondary students with disabilities | Full Text | References | PDF (391.1 KB) | EPUB
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Article
Inquiry project or inquiry stance? A continuum of teacher candidate perceptions of knowledge construction during practitioner inquiry-based clinical practice
Logan Rutten & Rachel Wolkenhauer
Pages: 261-277
Published online: 26 Dec 2023
AbstractforInquiry project or inquiry stance? A continuum of teacher candidate perceptions of knowledge construction during practitioner inquiry-based clinical practice | Full Text | References | PDF (460.8 KB) | EPUB
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Article
Primary school teachers’ sense of professional agency and inadequacy in teacher–student interaction
Roosa Yli-Pietilä, Tiina Soini, Janne Pietarinen & Kirsi Pyhältö
Pages: 278-296
Published online: 26 Dec 2023
AbstractforPrimary school teachers’ sense of professional agency and inadequacy in teacher–student interaction | Full Text | References | PDF (742.5 KB) | EPUB
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Open Access
Article
Changes in the practices in make-believe play situations of one kindergarten teacher participating in an activity-oriented professional development program
Amélie Desmeules, Christine Hamel, Anabelle Viau-Guay & Caroline Bouchard
Pages: 297-315
Published online: 04 Oct 2023
AbstractforChanges in the practices in make-believe play situations of one kindergarten teacher participating in an activity-oriented professional development program | Full Text | References | PDF (4.3 MB) | EPUB
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