Citations (27)
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Jo Rose & Brahm Norwich. (2014) Collective commitment and collective efficacy: a theoretical model for understanding the motivational dynamics of dilemma resolution in inter-professional work. Cambridge Journal of Education 44:1, pages 59-74.
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Alan Floyd & Marlene Morrison. (2014) Exploring identities and cultures in inter-professional education and collaborative professional practice. Studies in Continuing Education 36:1, pages 38-53.
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Paul Michael Greenhouse. (2013) Activity theory: a framework for understanding multi-agency working and engaging service users in change. Educational Psychology in Practice 29:4, pages 404-415.
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Val Brooks & Jill Thistlethwaite. (2012) Working and Learning Across Professional Boundaries. British Journal of Educational Studies 60:4, pages 403-420.
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Paul Close. (2012) Developing multi-agency leadership in education. School Leadership & Management 32:2, pages 123-140.
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Caroline Bath. (2011) Participatory concepts of multidisciplinary/professional working on an Early Childhood Studies degree course in the UK. Early Years 31:2, pages 181-192.
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Brahm Norwich, Andrew Richards & Tricia Nash. (2010) Educational psychologists and children in care: practices and issues. Educational Psychology in Practice 26:4, pages 375-390.
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Jeremy Higham & David Yeomans. (2010) Working together? Partnership approaches to 14–19 education in England. British Educational Research Journal 36:3, pages 379-401.
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Sarah Gaskell & Jane Leadbetter. (2009) Educational psychologists and multi‐agency working: exploring professional identity. Educational Psychology in Practice 25:2, pages 97-111.
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Hoi Yan Cheung. (2008) Measuring the professional identity of Hong Kong in‐service teachers. Journal of In-Service Education 34:3, pages 375-390.
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Patricia Isaac & Lyn Trodd. (2008) Sustaining leadership learning: the tutor and mentor voice on NPQICL. European Early Childhood Education Research Journal 16:1, pages 39-52.
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Articles from other publishers (14)
Hannah Richardson. (2023) Professional identity as a barrier to inter-agency working? A meta-ethnography of research conducted with professionals working in UK children’s services. Journal of Children's Services 18:2, pages 104-120.
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Heba EL-Deghaidy & Mohamed El Nagdi. 2023. Reforming Science Teacher Education Programs in the STEM Era. Reforming Science Teacher Education Programs in the STEM Era
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Wenjie He, Guoxiu Tian, Qiong Li, Laura B. Liu & Jingtian Zhou. (2022) Examining the Relationships between Student Teacher Professional Identity Tensions and Motivation for Teaching: Mediating Role of Emotional Labor Strategies in China. Sustainability 14:19, pages 12727.
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Fadie Hanna, Ron Oostdam, Sabine E. Severiens & Bonne J.H. Zijlstra. (2019) Primary student teachers’ professional identity tensions: The construction and psychometric quality of the professional identity tensions scale. Studies in Educational Evaluation 61, pages 21-33.
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Patricia Schuler Braunschweig, Helene Elvstrand, Christa Kappler, Lina Lago, Magnus Jansson & Emanuela Chiapparini. 2019. Extended Education from an International Comparative Point of View. Extended Education from an International Comparative Point of View
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Patrícia Maria Silva Gomes, Cátia Patrícia Pereira Ferreira, Ana Luísa Pereira & Paula Maria Fazendeiro Batista. (2013) A identidade profissional do professor: um estudo de revisão sistemática. Revista Brasileira de Educação Física e Esporte 27:2, pages 247-267.
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Marlene Morrison & Linet Arthur. (2013) Leadership for Inter-service Practice. Educational Management Administration & Leadership 41:2, pages 179-198.
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Robert N. Ronau & Christopher R. Rakes. 2012. Educational Technology, Teacher Knowledge, and Classroom Impact. Educational Technology, Teacher Knowledge, and Classroom Impact
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Jane Leadbetter. (2006) New ways of working and new ways of being: Multi-agency working and professional identity. Educational and Child Psychology 23:4, pages 47-59.
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