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Journal of Education for Teaching
International research and pedagogy
Volume 45, 2019 - Issue 4
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Research in Progress

Facilitating university teachers’ continuing professional development through peer-assisted research and implementation team work in China

Bin ShenDepartment of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong
&
Barry BaiDepartment of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Shatin, New Territories, Hong KongCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-2124-5061
ORCID Icon
Pages 476-480 | Received 07 Aug 2018, Accepted 09 Oct 2018, Published online: 11 Jul 2019

Citations (8)

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Read on this site (5)

Jinjin Lu & Feifei Han. (2023) Challenges of using online technologies in the pandemic: voices from English language and literacy primary school teachers in central China. Education 3-13 51:7, pages 1091-1102.
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Melissa K. Smith, Li Wen, Yan Wang, Jing Wang, Xiaoli Yang & Zhao Wang. (2023) ‘We felt transformed’: a mentoring program for university English teachers in China. Teacher Development 27:3, pages 374-393.
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Louise Campbell. (2023) Enhancing professional empathy to mitigate for marginalisation and the critical gaze in teacher development: a phenomenological framework. Journal of Education for Teaching 49:3, pages 507-520.
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Hea-Jin Lee & Chaereen Han. (2023) Bringing digital resource decision-making up to date: preparing the inaugural class of digitalised preservice teachers for informed evaluation of digital resources. Journal of Education for Teaching 49:3, pages 445-460.
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Zinab A. Alzayed & Rashid H. Alabdulkareem. (2021) Enhancing cognitive presence in teachers’ professional learning communities via reflective practice. Journal of Education for Teaching 47:1, pages 18-31.
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Articles from other publishers (3)

Bin Shen & Barry Bai. (2024) Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention. System 122, pages 103249.
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Sam Saeedian & Ata Ghaderi. (2023) Scenario-based classroom context mode: reshaping non-native teachers’ decision-making and pedagogical reasoning. Asian-Pacific Journal of Second and Foreign Language Education 8:1.
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Chunmei Yan, Wuming Gong, Chunyan Zou & Jun Li. (2023) Insights From Informal Research Mentoring of Three University EFL Teachers. Chinese Journal of Applied Linguistics 46:3, pages 367-385.
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