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Journal of Education for Teaching
International research and pedagogy
Volume 38, 2012 - Issue 3
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Articles

Analysing teacher professional development through professional dialogue: an investigation into a university–school partnership project on enquiry learning

May M.H. Cheng Department of Science and Environmental Science, The Hong Kong Institute of Education, Hong KongCorrespondence[email protected]
&
Winnie W.M. So Department of Science and Environmental Science, The Hong Kong Institute of Education, Hong Kong
Pages 323-341 | Published online: 19 Mar 2012

Citations (15)

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Linor L. Hadar & David L. Brody. (2021) Interrogating the role of facilitators in promoting learning in teacher educators’ professional communities. Professional Development in Education 47:4, pages 599-612.
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Karen L. Peel. (2021) Professional dialogue in researcher-teacher collaborations: exploring practices for effective student learning. Journal of Education for Teaching 47:2, pages 201-219.
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May M. H. Cheng & Dora D. Y. Li. (2020) Implementing practitioner research as a teacher professional development strategy in an Asia-Pacific context. Journal of Education for Teaching 46:1, pages 55-70.
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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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Emmelien Merchie, Melissa Tuytens, Geert Devos & Ruben Vanderlinde. (2018) Evaluating teachers’ professional development initiatives: towards an extended evaluative framework. Research Papers in Education 33:2, pages 143-168.
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Richard Watermeyer & Catherine Montgomery. (2018) Public dialogue with science and development for teachers of STEM: linking public dialogue with pedagogic praxis. Journal of Education for Teaching 44:1, pages 90-106.
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Xiaofang Wang & Jocelyn L. N. Wong. (2017) How do primary school teachers develop knowledge by crossing boundaries in the school–university partnership? A case study in China. Asia-Pacific Journal of Teacher Education 45:5, pages 487-504.
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Fatemeh Nami, S. Susan Marandi & Elaheh Sotoudehnama. (2016) CALL teacher professional growth through lesson study practice: an investigation into EFL teachers' perceptions. Computer Assisted Language Learning 29:4, pages 658-682.
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Zhengdong Gan. (2014) Learning from interpersonal interactions during the practicum: a case study of non-native ESL student teachers. Journal of Education for Teaching 40:2, pages 128-139.
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Jocelyn L.N. Wong. (2014) How does writing for publication help professional development of teachers? A case study in China. Journal of Education for Teaching 40:1, pages 78-93.
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Articles from other publishers (5)

Vivienne Baumfield, Alison Bethel, Aimee Dowek, Karen Walshe & Karen Mattick. (2023) Characteristics of research into professional learning across professions: A mapping review. Review of Education 11:2.
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Marika Kirvalidze & Sofiko Lobzhanidze. (2023) PROFESSIONAL DEVELOPMENT AND PERFORMANCE ASSESSMENT SYSTEM FOCUSED ON STRENGTHENING TEACHERS’ COLLABORATION: THE CASE OF GEORGIA. Problems of Education in the 21st Century 81:1, pages 66-89.
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May May Hung Cheng & Fang-Yin Yeh. 2022. Concepts and Practices of STEM Education in Asia. Concepts and Practices of STEM Education in Asia 271 287 .
Gonzalo R. Guerrero-Hernández & Rocío A. Fernández-Ugalde. (2020) Teachers as researchers: Reflecting on the challenges of research–practice partnerships between school and university in Chile. London Review of Education 18:3.
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Michiel Voet & Bram De Wever. (2018) Teachers’ Adoption of Inquiry-Based Learning Activities: The Importance of Beliefs About Education, the Self, and the Context. Journal of Teacher Education 70:5, pages 423-440.
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