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Alfonso García-Monge, Daniel Bores-García & Gustavo González-Calvo. (2024) Socio-emotional aspects articulated with content in an online teachers’ community of practice: ‘agreeable dialogue zones’. Teacher Development 28:2, pages 215-243.
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Marc Clarà, Teresa Mauri, Rosa Colomina & Javier Onrubia. (2019) Supporting collaborative reflection in teacher education: a case study. European Journal of Teacher Education 42:2, pages 175-191.
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Karl Attard. (2017) Personally driven professional development: reflective self-study as a way for teachers to take control of their own professional development. Teacher Development 21:1, pages 40-56.
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Ying Zhan & Zhi Hong Wan. (2016) Appreciated but constrained: reflective practice of student teachers in learning communities in a Confucian heritage culture. Teaching in Higher Education 21:6, pages 669-685.
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Dana Vedder-Weiss, Guy Roth & Yael Mishaeli. Supporting Teacher Reflection and Motivation through Psychological Needs Satisfaction in Collaborative Reflection-Based PD. The Journal of Experimental Education 0:0, pages 1-20.
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Yongjin Lee, Wonhee Lee, Hyungsik Min & Youngjoon Kim. (2024) Beginning, rise, fall, and comeback: Exploring the journey of a physical education teacher community in South Korea. European Physical Education Review.
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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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Elizabeth A. Cutrer-Parraga & Erica Ellsworth Miller. (2022) The role of reflection in supporting initially resistant teachers’ implementation of targeted reading instruction. Frontiers in Education 7.
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Piia Näykki, Sirpa Laitinen-Väänänen & Eila Burns. (2022) Student Teachers’ Video-Assisted Collaborative Reflections of Socio-Emotional Experiences During Teaching Practicum. Frontiers in Education 7.
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Majid Farahian & Farshad Parhamnia. (2021) Knowledge sharing through WhatsApp: does it promote EFL teachers' reflective practice?. Journal of Applied Research in Higher Education 14:1, pages 332-346.
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Majid Farahian & Farshad Parhamnia. (2021) From Knowledge Sharing to Reflective Thinking: Using Focus Group to Promote EFL Teachers’ Reflectivity. Journal of Educational, Cultural and Psychological Studies (ECPS Journal):23.
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Adam G. L. Schafer & Ellen J. Yezierski. (2020) Chemistry critical friendships: investigating chemistry-specific discourse within a domain-general discussion of best practices for inquiry assessments. Chemistry Education Research and Practice 21:1, pages 452-468.
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Fatemeh Nami, S. Susan Marandi & Elaheh Sotoudehnama. (2018) Interaction in a discussion list: An exploration of cognitive, social, and teaching presence in teachers’ online collaborations. ReCALL 30:3, pages 375-398.
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Allison Skerrett, Amber Warrington & Thea Williamson. (2018) Generative Principles for Professional Learning for Equity-Oriented Urban English Teachers. English Education 50:2, pages 116-146.
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Katrien Vangrieken, Chloé Meredith, Tlalit Packer & Eva Kyndt. (2017) Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education 61, pages 47-59.
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Younhee Kim & Rita Elaine Silver. (2016) Provoking Reflective Thinking in Post Observation Conversations. Journal of Teacher Education 67:3, pages 203-219.
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