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Raúl Eirín Nemiña, C. Gillanders, V. Leone & C. Trigo. (2023) Expanding learning environments in initial teacher education. Pedagogies: An International Journal 18:3, pages 519-533.
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Kim Smeets, Ellen Rohaan, Joke Peijnenburg, Elise Samsen-Bronsveld & Anouke Bakx. (2023) Elementary teachers’ knowledge, attitude, and professional development needs concerning gifted students and their educational needs in the Netherlands. Gifted and Talented International 38:2, pages 91-106.
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Hessa Al-Thani, Youmen Chaaban & Xiangyun Du. (2023) Factors influencing discipline-specific facilitators’ roles in a multi-tiered professional learning programme in higher education. Research in Post-Compulsory Education 28:3, pages 530-549.
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Andy Goldhawk & Richard Waller. (2023) Voices from the deck: lecturers’ and middle managers’ perceptions of effective FE sector professional development. Research in Post-Compulsory Education 28:3, pages 485-504.
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Eva F. Hinojosa-Pareja & María García-Cano. (2023) Excellence is not an island: team-based professional development in Higher Education. Professional Development in Education 49:2, pages 368-386.
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Noora Ronkainen, Gareth Wiltshire & Martin Willis. (2022) Meta-Study. International Review of Sport and Exercise Psychology 15:1, pages 226-241.
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Debbie De Neve, An Leroy, Katrien Struyven & Tom Smits. (2022) Supporting formative assessment in the second language classroom: an action research study in secondary education. Educational Action Research 30:5, pages 828-849.
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Patrick Enderle, Jonathon Grooms, Victor Sampson, Ozden Sengul & Yotah Koulagna. (2022) How the co-design, use, and refinement of an instructional model emphasizing argumentation relates to changes in teachers’ beliefs and practices. International Journal of Science Education 44:14, pages 1-27.
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Lesley G.A. de Putter - Smits, Nienke M Nieveen, Ruurd Taconis & Wim Jochems. (2022) A one-year teacher professional development programme towards context-based science education using a concerns-based approach. Professional Development in Education 48:3, pages 523-539.
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Lais Oliveira Leite, Wooryeon Go & Sari Havu-Nuutinen. (2022) Exploring the Learning Process of Experienced Teachers Focused on Building Positive Interactions with Pupils. Scandinavian Journal of Educational Research 66:1, pages 28-42.
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Hyunwoo Yang. (2020) The effects of professional development experience on teacher self-efficacy: analysis of an international dataset using Bayesian multilevel models. Professional Development in Education 46:5, pages 797-811.
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Holger Weitzel & Robert Blank. (2020) Pedagogical Content Knowledge in Peer Dialogues between Pre-Service Biology Teachers in the Planning of Science Lessons. Results of an Intervention Study. Journal of Science Teacher Education 31:1, pages 75-93.
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Antoine Van Den Beemt, Marieke Thurlings & Myrthe Willems. (2020) Towards an understanding of social media use in the classroom: a literature review. Technology, Pedagogy and Education 29:1, pages 35-55.
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Xiaofang Wang & Jocelyn L. N. Wong. (2019) How do university experts perform their boundary broker role to support teachers’ learning in the school-university partnership? An exploratory study in China. Journal of Education for Teaching 45:5, pages 585-604.
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Aisling McElearney, Christina Murphy & Deborah Radcliffe. (2019) Identifying teacher needs and preferences in accessing professional learning and support. Professional Development in Education 45:3, pages 433-455.
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Marieke Thurlings & Perry den Brok. (2018) Student teachers’ and in-service teachers’ peer learning: a realist synthesis. Educational Research and Evaluation 24:1-2, pages 13-50.
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Gülnar Özyildirim, Tahir Güler & Ali Sabanci. Learning on the job: a close look at teachers’ informal learning in the workplace. Studies in Continuing Education 0:0, pages 1-20.
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A. Dessingué & D. A. Wagner. Promoting dialogical critical thinking in education: examining teachers’ practices and conceptualizations in the Norwegian school context. Journal of Curriculum Studies 0:0, pages 1-19.
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Mojtaba Rafieian & Ayda Kianfar. (2024) Guiding public policy in gray spaces: A meta-study on land ownership conflicts (1987–2022). Cities 147, pages 104803.
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Harun Parpucu & Radhi Al-Mabuk. (2023) The Role of Feedback in Teacher Professional Development. EIKI Journal of Effective Teaching Methods 1:4.
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Xiaoyao Yue, Yan Ye & Linjiao Zou. 2023. Higher Education - Reflections From the Field - Volume 1. Higher Education - Reflections From the Field - Volume 1.
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Xuan Zhou, Lina Shu, Zhihong Xu & Yolanda Padrón. (2023) The effect of professional development on in-service STEM teachers’ self-efficacy: a meta-analysis of experimental studies. International Journal of STEM Education 10:1.
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Binbin Cai, Zahid Shafait & Lifeng Chen. (2022) Teachers’ Adoption of Emotions-Based Learning Outcomes: Significance of Teachers’ Competence, Creative Performance, and University Performance. Frontiers in Psychology 13.
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Veronika Anselmann & Olga Vetter. (2022) Nursing educators’ collaboration and professional development: a cross-sectional study. International Journal of Nursing Education Scholarship 19:1.
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Chunting Diao, Xuan Zhou, Qiming Mao & Jianzhong Hong. (2022) The Development of Transformative Agency of Teachers in Teaching Research Activities in China. Frontiers in Psychology 12.
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