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Citations (34)
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Adam Poole. (2024) The teacher as designer, scientist and technician: positioning private school teachers in China as post-performative teachers. Educational Review 0:0, pages 1-19.
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Thomas Delahunty, Aoibhinn Ní Shúilleabháin & Lillian Waters. (2023) Unpacking the motivational variables which impact engagement in Lesson Study: Mathematics teaching self-efficacy and attitudes towards self-development. Irish Educational Studies 0:0, pages 1-20.
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Ellen Abakah. (2023) Reframing motivation as ‘investment’ in teacher continuing professional development. Teacher Development 27:3, pages 353-373.
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Adam Poole & Xin Li. (2023) Beyond a one-size-fits-all approach: considering English language teachers’ differential capacities for engaging in and implementing professional learning in China. Professional Development in Education 0:0, pages 1-13.
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Tadesse Melesse & Sintayehu Belay. (2022) School climate and teacher professional capital: mediating role of teacher professional identity. Education 3-13 0:0, pages 1-14.
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Linda la Velle. (2021) Teachers’ learning and knowledge: motivation and self-efficacy. Journal of Education for Teaching 47:4, pages 471-474.
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Iksang Yoon & Minjung Kim. Determinants of teachers’ positive perception on their professional development experience: an application of LASSO-based machine learning approach. Professional Development in Education 0:0, pages 1-15.
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Kim Manh Tuan, Tran Thi Thanh Ha, Chau Duong Quang, Duong Thi Hoang Yen, Nguyen Phuong Huyen & Nguyen Chi Thanh. Understanding Leadership for Learning of School Leaders in Disadvantaged Areas in the Context of Education Reform in Vietnam. Leadership and Policy in Schools 0:0, pages 1-23.
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Articles from other publishers (26)
Shuang Hao, Dongqing Yu & Lisha Fu. (2024) Organizational climate of kindergartens and teacher professional learning: mediating effect of teachers’ collective efficacy and moderating effect of mindfulness in teaching. Frontiers in Psychology 15.
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Sonay Ezel Acar & Fatoş Erozan. (2024) Understanding English Language Teachers’ (De)motivation Toward Continuing Professional Development Through Psychological Contract and Work Attitude. Sage Open 14:2.
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Sarah Mercer & Mirosław Pawlak. (2024) Language teacher professional curiosity: Understanding the drive for professional development. Studies in Second Language Learning and Teaching.
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Maretsepile Molahloe & Prof. Matseliso Mokhele-Makgalwa. (2024) EXPLORING BARRIERS TO TEACHING SCIENCE TO HEARING IMPAIRED LEARNERS IN LESOTHO SECONDARY SCHOOL. Armenian Journal of Special Education 8:1, pages 43-54.
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Rediyono Rediyono. (2024) Implementation of The Project For Strengthening The Profile of Pancasila Students (P5) in Schools. IJORER : International Journal of Recent Educational Research 5:2, pages 467-476.
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Bradley S. Bloomfield, Russell A. Fox & Erin S. Leif. (2024) Multi-Tiered Systems of Educator Professional Development: A Systematic Literature Review of Responsive, Tiered Professional Development Models. Journal of Positive Behavior Interventions.
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Fatemeh Keshmiri. (2024) Exploring workplace mental health: educator perspectives and factors in the medical education system – a mixed method study. BMC Medical Education 24:1.
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Robby Lee Robinette. (2024) Understanding and meeting the professional development needs of English educators at a private tutoring organization in China. Teaching and Teacher Education 138, pages 104403.
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Scott W. T. McNamara & Sophia D. Min. (2024) Understanding why educational professionals engage with podcasts: Educational Podcasts Motivational Scale development and validation. British Journal of Educational Technology.
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Katalin Hégető & Erzsébet Korom. (2023) A romániai magyar pedagógusok továbbképzésekkel kapcsolatos motivációjának és elégedettségének vizsgálata. PedActa 13:2, pages 33-46.
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Derya UYSAL. (2023) A Review on Teachers’ and Teacher Candidates’ Intrinsic Motivation: Self-determination Theory Perspective. Language Teaching and Educational Research 6:2, pages 176-198.
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Jeremy Koay. (2023) Self-directed professional development activities: An autoethnography. Teaching and Teacher Education 133, pages 104258.
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Sebastian Röhl, Jana Groß Ophoff, Karen Johannmeyer & Colin Cramer. (2023) Nutzung und Bedingungsfaktoren informeller Lerngelegenheiten von Lehrpersonen in DeutschlandTeachers’ use and determinants of informal learning opportunities in Germany. Unterrichtswissenschaft 51:3, pages 395-421.
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Carlos R. Casanova, Jordan A. King & Daniel Fischer. (2023) Exploring the role of intentions and expectations in continuing professional development in sustainability education. Teaching and Teacher Education 128, pages 104115.
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Mingzhe Wang & Lawrence Jun Zhang. (2023) Understanding teachers' online professional learning: A “community of inquiry” perspective on the role of Chinese middle school teachers’ sense of self-efficacy, and online learning achievement. Heliyon 9:6, pages e16932.
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Tim Fütterer, Ronny Scherer, Katharina Scheiter, Kathleen Stürmer & Andreas Lachner. (2023) Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development?. Computers & Education 198, pages 104756.
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V. B. Veretennikova, O. F. Shikhova, Yu. А. Shikhov, A. A. Valeev & J. J. Mena Marcos. (2023) Structure and quality assessment of professionally oriented tasks for future teachers. The Education and science journal 25:4, pages 70-108.
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Claudia C. Sutter, Jaimie Stickl Haugen, Laurie O. Campbell & Jessica L. Tinstman Jones. (2021) Teachers’ Motivation to Participate in Anti-bullying Training and Their Intention to Intervene in School Bullying: a Self-determination Theory Perspective. International Journal of Bullying Prevention 5:1, pages 1-12.
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Carlos Alfredo Pérez Fuentes, Annie Julieth Alvarez Maestre, Angela María Cardona Rivas, Andrea Johanna Aguilar Barreto & Ruth Katherine Sanabria Alarcón. (2023) Job Satisfaction and Teacher Education: Correlational Study in Postgraduate Graduates in Education. Education Sciences 13:2, pages 198.
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Katarina MićićZ.Z. & Selena VračarN.N.. (2023) Emergency education as a catalyst for teacher change: Extent and correlates of the class and subject teachers' growth of competences. Inovacije u nastavi 36:2, pages 126-141.
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Mirjana Beara & Lejla Muratović. (2022) Achievement Motive as a Predictor of Readiness for the Professional Development of Teachers. Društvene i humanističke studije (Online) 7:4(21), pages 481-502.
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Dan Yang. (2022) Unpacking the role of Chinese EFL teacher aggression and burnout in their professional success: A teachers’ psychology perspective. Frontiers in Psychology 13.
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Ellen Abakah, Jacqueline Widin & Edward Kwabena Ameyaw. (2022) Continuing Professional Development (CPD) Practices Among Basic School Teachers in the Central Region of Ghana. SAGE Open 12:2, pages 215824402210945.
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Zhilgildinova Madin, Abibulayeva Aizhana, Sultanova Nurgul, Yedigenova Alma, Seksenbayev Nursultan, Alim Al Ayub Ahmed & Robso Wodajo Mengesha. (2022) Stimulating the Professional and Personal Self-Development of Future Teachers in the Context of Value-Semantic Orientation. Education Research International 2022, pages 1-11.
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Nataša TančićD.D.. (2022) Prediktori profesionalnog razvoja nastavnika u inkluzivnoj školi. Inovacije u nastavi 35:1, pages 1-16.
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Jie Yang. (2021) Understanding and Enhancing Chinese TEFL Teachers’ Motivation for Continuing Professional Development Through the Lens of Self-Determination Theory. Frontiers in Psychology 12.
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