Citations (64)
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Uswatun Qoyyimah, Parlo Singh, Beryl Exley, Catherine Doherty & Yosi Agustiawan. (2023) Professional Identity and Imagined Student Identity of EIL Teachers in Islamic Schools. Journal of Language, Identity & Education 22:2, pages 121-136.
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Yann Forestier. (2022) How Principles and Values Backing the Profesionnal Identity of French and Finnish Teachers Differentiate Their Ability to Face Educational Change. European Education 54:3-4, pages 144-156.
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Nick
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Geoff Troman & Andrea Raggl. (2008) Primary teacher commitment and the attractions of teaching. Pedagogy, Culture & Society 16:1, pages 85-99.
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Callie Grant. (2005) From a Distance: Tutors as a Community of Practice. Education as Change 9:1, pages 80-100.
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Angeline M. Barrett. (2005) Teacher accountability in context: Tanzanian primary school teachers' perceptions of local community and education administration. Compare: A Journal of Comparative and International Education 35:1, pages 43-61.
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Terry Locke, Graham Vulliamy, Rosemary Webb & Mary Hill. (2005) Being a ‘professional’ primary school teacher at the beginning of the 21st century: a comparative analysis of primary teacher professionalism in New Zealand and England. Journal of Education Policy 20:5, pages 555-581.
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Rosemary Webb, Graham Vulliamy, Seppo Hämäläinen, Anneli Sarja, Eija Kimonen & Raimo Nevalainen. (2004) Pressures, rewards and teacher retention: a comparative study of primary teaching in England and Finland. Scandinavian Journal of Educational Research 48:2, pages 169-188.
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Elaine Munthe. (2001) Professional Uncertainty/Certainty: How (un)certain are teachers, what are they (un)certain about, and how is (un)certainty related to age, experience, gender, qualifications and school type?. European Journal of Teacher Education 24:3, pages 355-368.
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Marilyn Osborn. (2001) Constants and Contexts in Pupil Experience of Learning and Schooling: Comparing learners in England, France and Denmark. Comparative Education 37:3, pages 267-278.
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Zellynne Jennings. (2001) Teacher Education in Selected Countries in the Commonwealth Caribbean: The ideal of policy versus the reality of practice. Comparative Education 37:1, pages 107-134.
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Francois Dubet. (2000) The sociology of pupils. Journal of Education Policy 15:1, pages 93-104.
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Rosemary Webb & Graham Vulliamy. (1999) Changing times, changing demands: a comparative analysis of classroom practice in primary schools in England and Finland. Research Papers in Education 14:3, pages 229-255.
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Rosemary Webb & Graham Vulliamy. (1999) Managing curriculum policy changes: a comparative analysis of primary schools in England and Finland. Journal of Education Policy 14:2, pages 117-137.
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Keith Sharpe & Qiuhong Ning. (1998) The Training of Secondary Modern Languages Teachers in England and China: a comparative analysis. Compare: A Journal of Comparative and International Education 28:1, pages 57-74.
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Geoff Troman. (1996) The Rise of the New Professionals? The restructuring of primary teachers’ work and professionalism. British Journal of Sociology of Education 17:4, pages 473-487.
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Sandra Acker. (1995) Carry on Caring: the work of women teachers. British Journal of Sociology of Education 16:1, pages 21-36.
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Keith Sharpe. (1993) An Inspector Calls: an analysis of inspection procedures in French primary education. Compare: A Journal of Comparative and International Education 23:3, pages 263-275.
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Mary Darmanin. (1990) Maltese Primary School Teachers’ Experience of Centralised Policies. British Journal of Sociology of Education 11:3, pages 275-308.
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Shuang Zheng, Hongrui Liu & Meilin Yao. (2022) Linking young teachers’ self-efficacy and responsibility with their well-being: the mediating role of teaching emotions. Current Psychology 42:26, pages 22551-22563.
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