Citations (85)
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Geraldine Mooney Simmie, Niamh O’Meara, Annette Forster, Veronica Ryan & Tara Ryan. (2024) Towards a model of Teachers’ Continuing Professional Development (CPD): a border crossing journey with embedded contradictions, ethical dilemmas and transformative possibilities. Professional Development in Education 50:1, pages 46-58.
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Alin Croitoru, Daniel Mara & Felicia Morândău. (2023) Who is attending training to comply with the expectations of the school management? A study among Romanian in-service teachers. European Journal of Teacher Education 0:0, pages 1-19.
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Artemio Arturo Cortez Ochoa, Sally M. Thomas & Israel Moreno Salto. (2023) Teacher and headteacher assessment, feedback, and continuing professional development: the Mexican case. Assessment in Education: Principles, Policy & Practice 30:3-4, pages 273-301.
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Ana Mouraz, Daniela Pinto & Ana Cristina Torres. (2023) Effects of a model for multidisciplinary peer observation of teaching in teacher professional development and in nurturing a reflective school. Reflective Practice 24:1, pages 45-58.
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Anja Kranjc Horvat, Jeff Wiener, Sascha Schmeling & Andreas Borowski. (2022) Learning Goals of Professional Development Programs at Science Research Institutions: A Delphi Study with Different Stakeholder Groups. Journal of Science Teacher Education 33:1, pages 32-54.
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Simone White. (2021) Developing credit based micro-credentials for the teaching profession: An Australian descriptive case study. Teachers and Teaching 27:7, pages 696-711.
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Marie Clarke, Margaret Liddy, Deirdre Raftery, Ruth Ferris & Seaneen Sloan. (2020) Professional learning and development needs of women teachers in the Republic of Pakistan: a social realist perspective. Cambridge Journal of Education 50:5, pages 579-595.
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Erna Nairz-Wirth & Klaus Feldmann . (2019) Teacher professionalism in a double field structure. British Journal of Sociology of Education 40:6, pages 795-808.
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Noga Magen-Nagar & Esther Firstater. (2019) The Obstacles to ICT Implementation in the Kindergarten Environment: Kindergarten Teachers’ Beliefs. Journal of Research in Childhood Education 33:2, pages 165-179.
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Joan G. Mowat & Margery McMahon. (2019) Interrogating the concept of ‘leadership at all levels’: a Scottish perspective. Professional Development in Education 45:2, pages 173-189.
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Sarah MacQuarrie & Fiona Lyon. (2018) Defying expectations: valuing the engagement and participation of practitioners with research. Insights from minority language education in Scotland. Journal of Multilingual and Multicultural Development 39:7, pages 617-628.
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Manuela Sanches-Ferreira, Pedro Lopes-dos-Santos, Sílvia Alves & Mónica Silveira-Maia. (2018) The use of the ICF-CY for describing dynamic functioning profiles: outcomes of a teacher training programme applied in Portugal. International Journal of Inclusive Education 22:7, pages 734-750.
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Orit Avidov-Ungar & Roni Reingold. (2018) Israeli Ministry of Education’s district managers’ and superintendents’ role as educational leaders—implementing the new policy for teachers’ professional development. International Journal of Leadership in Education 21:3, pages 293-309.
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Lidija Vujičić & Akvilina Čamber Tambolaš. (2017) Professional development of preschool teachers and changing the culture of the institution of early education. Early Child Development and Care 187:10, pages 1583-1595.
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Roza A. Valeeva & Ilshat R. Gafurov. (2017) Initial teacher education in Russia: connecting theory, practice and research. European Journal of Teacher Education 40:3, pages 342-360.
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Michelle Attard Tonna & Rachel Shanks. (2017) The importance of environment for teacher professional learning in Malta and Scotland. European Journal of Teacher Education 40:1, pages 91-109.
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Orit Avidov-Ungar. (2016) A model of professional development: teachers’ perceptions of their professional development. Teachers and Teaching 22:6, pages 653-669.
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Erik Bolhuis, Kim Schildkamp & Joke Voogt. (2016) Data-based decision making in teams: enablers and barriers. Educational Research and Evaluation 22:3-4, pages 213-233.
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Sharon Conley, Justin L. Smith, Vivienne Collinson & Adrian Palazuelos. (2016) A small step into the complexity of teacher evaluation as professional development. Professional Development in Education 42:1, pages 168-170.
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Hamish Ross. (2015) Negotiating managerialism: professional recognition and teachers of sustainable development education. Environmental Education Research 21:3, pages 403-416.
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Orit Avidov-Ungar, Izhak Friedman & Elite Olshtain. (2014) Empowerment amongst teachers holding leadership positions . Teachers and Teaching 20:6, pages 704-720.
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Olja Jovanovic, Natasa Simic & Vera Rajovic. (2014) Students at risk: perceptions of Serbian teachers and implications for teacher education. European Journal of Teacher Education 37:2, pages 220-236.
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Ana Maria Forte & Maria Assunção Flores. (2014) Teacher collaboration and professional development in the workplace: a study of Portuguese teachers. European Journal of Teacher Education 37:1, pages 91-105.
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Tom Lowrie. (2014) An educational practices framework: the potential for empowerment of the teaching profession. Journal of Education for Teaching 40:1, pages 34-46.
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Katrina Higgins & R. E. (Bobby) Harreveld. (2013) Professional development and the university casual academic: integration and support strategies for distance education. Distance Education 34:2, pages 189-200.
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May
Britt Postholm. (2012) Teachers’ professional development: a theoretical review. Educational Research 54:4, pages 405-429.
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Aileen Kennedy & Jane McKay. (2011) Beyond induction: the continuing professional development needs of early‐career teachers in Scotland. Professional Development in Education 37:4, pages 551-569.
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Erik Blair. (2011) Balanced reflection as a means of practitioner development in the post‐compulsory education and training sector. Research in Post-Compulsory Education 16:2, pages 249-261.
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Ashley Fenwick & Douglas Weir. (2010) The impact of disrupted and disjointed early professional development on beginning teachers. Teacher Development 14:4, pages 501-517.
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Judith Harford. (2010) Teacher education policy in Ireland and the challenges of the twenty‐first century. European Journal of Teacher Education 33:4, pages 349-360.
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Sabrina Fitzsimons, P. J. Sexton, Paula Lehane, Enda Donlon, Elaine McDonald, Anastasios Karakolidis & Christine McKeever. Understanding pre-service teachers’ improvement in professional practice: a quantitative perspective. Irish Educational Studies 0:0, pages 1-17.
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Koray Kasapoglu, Bulent Aydogdu & Ozgun Uyanik Aktulun. (2023) Exploring the resonance between how mentor teachers experienced being mentored and how they mentor pre-service teachers during teaching practice. South African Journal of Education 43:2, pages 1-15.
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Serdar TEKİN & Tuba BAYKARA. (2023) Teaching English to Young Learners: Combining Theory and Practice through Practicum in Pre-service Teacher Education. Journal of Teacher Education and Lifelong Learning.
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Ronny Scherer, Fazilat Siddiq, Sarah K. Howard & Jo Tondeur. (2023) The more experienced, the better prepared? New evidence on the relation between teachers’ experience and their readiness for online teaching and learning. Computers in Human Behavior 139, pages 107530.
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T. Leibur, K. Saks & I.-A. Chounta. (2023) Towards a conceptualized model of supporting teachers’ application process for acquiring professional qualifications. International Journal of Educational Research Open 4, pages 100236.
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Xiaodong Li. (2022) A Theoretical Review on EFL/ESL Teachers' Professional Development: Approaches, Applications, and Impacts. Frontiers in Psychology 13.
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