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Adeline Yuen Sze Goh & Alistair Daniel Lim. (2024) Toward a better understanding of dentists’ professional learning using complexity theory. Educational Philosophy and Theory 56:5, pages 479-487.
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Robert Holmgren & David Sjöberg. (2024) Who should i talk to? - informal workplace learning among teachers in police education. Studies in Continuing Education 46:1, pages 82-100.
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Okseon Lee, Mark Griffiths, Victoria Goodyear, Hyunsoo Jung, Hyukjun Son, Unjong Lee & Euichang Choi. (2023) Influence of a professional development programme on the life skills teaching practices of secondary PE teachers. Sport, Education and Society 28:8, pages 901-914.
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Wayne Barry. (2023) The role of ‘knowledgeable others’ in supporting academics’ professional learning: implications for academic development. Perspectives: Policy and Practice in Higher Education 27:1, pages 16-25.
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Bram De Wever, Raija Hämäläinen, Kari Nissinen, Joonas Mannonen & Lisse Van Nieuwenhove. (2023) Teachers’ problem-solving skills in technology-rich environments: a call for workplace learning and opportunities to develop professionally. Studies in Continuing Education 45:1, pages 86-112.
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Susan Geertshuis, Rob Wass & Qian Liu. (2022) Equipping graduates with future-ready capabilities: an application of learning theories to higher education. Teaching in Higher Education 0:0, pages 1-20.
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Van H. Le, Dorit Maor & Andrew McConney. (2022) The potential of social networking sites for continuing professional learning: investigating the experiences of teachers with limited resources. Studies in Continuing Education 44:3, pages 546-562.
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Koula Charitonos & Allison Littlejohn. (2022) Professional learning in healthcare settings in resource-limited environments: what are the tensions for professionals’ knowing and learning about antimicrobial resistance?. Studies in Continuing Education 44:3, pages 475-492.
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Kristina Sollander & Annika Engström. (2022) Unplanned managerial work: an ambidextrous learning potential. Studies in Continuing Education 44:3, pages 441-459.
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Karin Wastesson, Anna Fogelberg Eriksson, Peter Nilsson & Maria Gustavsson. (2022) First-line managers’ practices and learning in unpredictable work within elderly care. Studies in Continuing Education 44:3, pages 376-391.
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Assel Sharimova & Elaine Wilson. (2022) Informal learning through social media: exploring the experiences of teachers in virtual professional communities in Kazakhstan. Professional Development in Education 0:0, pages 1-13.
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Emmy Vrieling-Teunter, Nicky de Vries, Patrick Sins & Marjan Vermeulen. (2022) Student motivation in teacher learning groups. European Journal of Teacher Education 0:0, pages 1-17.
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Seppe De Blust, Oswald Devisch & Joke Vandenabeele. (2022) Learning to reflect collectively: how to create the right environment for discussing participatory planning practice?. European Planning Studies 30:6, pages 1162-1181.
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Kyriaki Makopoulou, Ross D. Neville, Nikos Ntoumanis & Gary Thomas. (2021) An investigation into the effects of short-course professional development on teachers’ and teaching assistants’ self-efficacy. Professional Development in Education 47:5, pages 780-795.
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Amanda L. Lizier & Ann Reich. (2021) Learning through work and structured learning and development systems in complex adaptive organisations: ongoing disconnections. Studies in Continuing Education 43:2, pages 261-276.
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Francesca Luconi, Annie Rochette, Roland Grad, Marie-Christine Hallé, Diana Chin, Bettina Habib & Aliki Thomas. (2020) A multifaceted continuing professional development intervention to move stroke rehabilitation guidelines into professional practice: A feasibility study. Topics in Stroke Rehabilitation 27:6, pages 401-441.
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Brid Murphy & Trevor Hassall. (2020) Developing accountants: from novice to expert. Accounting Education 29:1, pages 1-31.
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Anita Walsh & Philip Powell. (2020) Re-imagining the MBA: an arts-based approach. Higher Education Pedagogies 5:1, pages 148-164.
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Yue Li & Marianne E. Krasny. (2019) Practice change in environmental education: lessons from professional development. Environmental Education Research 25:7, pages 1119-1136.
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Hongxia Shan. (2019) Towards a postcolonial politics of appearance: unsettling lifelong learning as a racial contract. International Journal of Lifelong Education 38:1, pages 34-47.
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Adeline Yuen Sze Goh. (2019) Rethinking reflective practice in professional lifelong learning using learning metaphors. Studies in Continuing Education 41:1, pages 1-16.
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John Trevitt Scott & Ann Cheryl Armstrong. (2019) Disrupting the deficit discourse: reframing metaphors for professional learning in the context of appreciative inquiry. Professional Development in Education 45:1, pages 114-124.
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Hilary Lindsay, Lucinda Kerawalla & Alan Floyd. (2018) Supporting researching professionals: EdD students’ perceptions of their development needs. Studies in Higher Education 43:12, pages 2321-2335.
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Paula Rowland, Sarah McMillan, Maria Athina (Tina) Martimianakis & Brian D. Hodges. (2018) Learning from patients: constructions of knowledge and legitimacy in hospital-based quality improvement programmes. Studies in Continuing Education 40:3, pages 337-350.
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Kyriaki Makopoulou. (2018) An investigation into the complex process of facilitating effective professional learning: CPD tutors’ practices under the microscope. Physical Education and Sport Pedagogy 23:3, pages 250-266.
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Alison Fixsen, Steven Cranfield & Damien Ridge. (2018) Self-care and entrepreneurism: an ethnography of soft skills development for higher education staff. Studies in Continuing Education 40:2, pages 181-197.
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Patricia A. Gouthro & Susan M. Holloway. (2018) Learning to be critically reflective: exploring fiction writing and adult learning. Studies in Continuing Education 40:2, pages 133-148.
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Eve Rapley. (2018) ‘Seeing the light.’ Personal epiphanies and moving towards interpretivism; a researcher’s tale of exploring teacher pedagogic practice. Ethnography and Education 13:2, pages 185-203.
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Antoine van den Beemt, Evelien Ketelaar, Isabelle Diepstraten & Maarten de Laat. (2018) Teachers’ motives for learning in networks: costs, rewards and community interest. Educational Research 60:1, pages 31-46.
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Takahiro Sato & Justin A. Haegele. (2017) Professional development in adapted physical education with graduate web-based professional learning. Physical Education and Sport Pedagogy 22:6, pages 618-631.
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Brid Murphy. (2017) Professional competence and continuing professional development in accounting: professional practice vs. non-practice. Accounting Education 26:5-6, pages 482-500.
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Ulrika Haake, Oscar Rantatalo & Ola Lindberg. (2017) Police leaders make poor change agents: leadership practice in the face of a major organisational reform. Policing and Society 27:7, pages 764-778.
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Piotr Rogala, Roman Batko & Sławomir Wawak. (2017) Factors affecting success of training companies. Studies in Continuing Education 39:3, pages 357-370.
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Sofia Nyström, Johanna Dahlberg, Samuel Edelbring, Håkan Hult & Madeleine Abrandt Dahlgren. (2017) Continuing professional development: pedagogical practices of interprofessional simulation in health care. Studies in Continuing Education 39:3, pages 303-319.
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Marie Manidis & Rebecca Addo. (2017) Learning a practice through practise: presenting knowledge in doctoral spoken presentations. Studies in Continuing Education 39:3, pages 235-250.
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Nicholas J. Tate & Claire H. Jarvis. (2017) Changing the face of GIS education with communities of practice. Journal of Geography in Higher Education 41:3, pages 327-340.
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Shanti I. Fernando, Alyson E. King & Allyson Eamer. (2017) Supported Education Practitioners: Agents of Transformation?. Occupational Therapy in Mental Health 33:3, pages 279-297.
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Margaret Mackay. (2017) Identity formation: professional development in practice strengthens a sense of self. Studies in Higher Education 42:6, pages 1056-1070.
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Margaret Mackay. (2017) Professional development seen as employment capital. Professional Development in Education 43:1, pages 140-155.
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Elaine Bell, Sue McAllister, Paul R. Ward & Alison Russell. (2016) Interprofessional learning, impression management, and spontaneity in the acute healthcare setting. Journal of Interprofessional Care 30:5, pages 553-558.
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Jessica Evans, Sally Jordan & Freda Wolfenden. (2016) Developing academics’ assessment practices in open, distance and e-learning: an institutional change agenda. Open Learning: The Journal of Open, Distance and e-Learning 31:2, pages 91-107.
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Celeste Meijs, Fleur R. Prinsen & Maarten F. de Laat. (2016) Social learning as approach for teacher professional development; how well does it suit them?. Educational Media International 53:2, pages 85-102.
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Martin R. Fellenz. (2016) Forming the Professional Self: Bildung and the ontological perspective on professional education and development. Educational Philosophy and Theory 48:3, pages 267-283.
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Yue Li, Marianne Krasny & Alex Russ. (2016) Interactive learning in an urban environmental education online course. Environmental Education Research 22:1, pages 111-128.
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Hilary Lindsay. (2016) More than ‘continuing professional development’: a proposed new learning framework for professional accountants. Accounting Education 25:1, pages 1-13.
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Ann Reich, Donna Rooney, Anne Gardner, Keith Willey, David Boud & Terry Fitzgerald. (2015) Engineers' professional learning: a practice-theory perspective. European Journal of Engineering Education 40:4, pages 366-379.
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Ann Reich, Donna Rooney & David Boud. (2015) Dilemmas in continuing professional learning: learning inscribed in frameworks or elicited from practice. Studies in Continuing Education 37:2, pages 131-141.
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Faustin Mutwarasibo, Pierre Canisius Ruterana & Ingrid Andersson. (2014) Boundary crossing between higher education and the world of work: a case study in post-1994 Rwanda. Higher Education Research & Development 33:5, pages 962-977.
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Christopher Sykes, Lee Moerman, Belinda Gibbons & Bonnie Amelia Dean. (2014) Re-viewing student teamwork: preparation for the ‘real world’ or bundles of situated social practices?. Studies in Continuing Education 36:3, pages 290-303.
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Adele Nye, Roslyn Foskey & Helen Edwards. (2014) Collegial reflection on the meaning of metaphors in learning: emerging theory and practice. Studies in Continuing Education 36:2, pages 132-146.
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Janet E McElhaney, Elizabeth Borycki, Marion CE Briggs, Susan Bisaillon, Ross Upshur & Kenneth Rockwood. (2012) Perspectives on Metanarrative as a Way of Factoring Complexity into Health Services: Research Synthesis for Transforming Seniors’ Care in Canada. Aging Health 8:4, pages 351-365.
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Oriana M. Price & Amanda. L. Lizier. Professional learning of academics enacting work-integrated learning. Professional Development in Education 0:0, pages 1-14.
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