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Hawon Yoo & Jaehong Jang. (2023) Effects of professional learning communities on teacher collaboration, feedback provision, job satisfaction and self-efficacy: Evidence from Korean PISA 2018 data. Compare: A Journal of Comparative and International Education 53:8, pages 1355-1372.
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Piret Oppi, Eve Eisenschmidt & Mihaela Stingu. (2023) Seeking sustainable ways for school development: teachers’ and principals’ views regarding teacher leadership. International Journal of Leadership in Education 26:4, pages 581-603.
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R. Lennon Audrain, Elizabeth A. Ruiz, Lisa G. Maresso Wyatt, Natalie Nailor & Andrea E. Weinberg. (2023) Sustaining Teachers through Collaboration and Autonomy: Outcomes of a Professional Development Experience. The New Educator 19:2, pages 121-145.
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Inés Lozano Cabezas, Marcos Jesús Iglesias Martínez, Sandra Arroyo Salgueira, María Del Mar Camús Ferri & Antonio Giner Gomis. (2022) What teaching models do Pre-Service teachers learn during placements?. Cogent Education 9:1.
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Beatrice Ávalos-Bevan & Maria Assunção Flores. (2022) School-based teacher collaboration in Chile and Portugal. Compare: A Journal of Comparative and International Education 52:8, pages 1222-1240.
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Thomas Walsh. (2022) ‘Promoted widely but not valued’: Teachers’ perceptions of team teaching as a form of professional development in post-primary schools in Ireland. Professional Development in Education 48:4, pages 688-704.
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Teppo Toikka & Mirja Tarnanen. (2022) Understanding teachers’ mental models of collaboration to enhance the learning community. Educational Studies 0:0, pages 1-18.
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May Britt Postholm. (2021) The importance of the start-up phase in school-based development for learning and enduring change. European Journal of Teacher Education 44:4, pages 572-586.
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Nikolett Szelei, Luís Tinoca & Ana Sofia Pinho. (2020) Professional development for cultural diversity: the challenges of teacher learning in context. Professional Development in Education 46:5, pages 780-796.
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Magdalena Muckenthaler, Teresa Tillmann, Sabine Weiß & Ewald Kiel. (2020) Teacher collaboration as a core objective of school development. School Effectiveness and School Improvement 31:3, pages 486-504.
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Zheng Ke, Hongbiao Yin & Shenghua Huang. (2019) Teacher participation in school-based professional development in China: does it matter for teacher efficacy and teaching strategies?. Teachers and Teaching 25:7, pages 821-836.
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May Britt Postholm. (2018) Reflective thinking in educational settings: an approach to theory and research on reflection. Educational Research 60:4, pages 427-444.
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Mathias Krammer, Peter Rossmann, Angela Gastager & Barbara Gasteiger-Klicpera. (2018) Ways of composing teaching teams and their impact on teachers’ perceptions about collaboration. European Journal of Teacher Education 41:4, pages 463-478.
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May Britt Postholm. (2018) Teachers’ professional development in school: A review study. Cogent Education 5:1.
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Monika L. Louws, Jacobiene A. Meirink, Klaas van Veen & Jan H. van Driel. (2017) Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals. Professional Development in Education 43:5, pages 770-788.
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Maria Assunção Flores & Mary Lynne Derrington. (2017) School principals’ views of teacher evaluation policy: lessons learned from two empirical studies. International Journal of Leadership in Education 20:4, pages 416-431.
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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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May Britt Postholm & Kjersti Wæge. (2016) Teachers’ learning in school-based development. Educational Research 58:1, pages 24-38.
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Maria Assunção Flores. (2015) Teacher learning and learning from teaching. Teachers and Teaching 21:1, pages 1-3.
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Ana-Margarida Veiga-Simão, Maria-Assunção Flores, Alexandra Barros, Sandra Fernandes & Diana Mesquita. (2015) Perceptions of university teachers about teaching and the quality of pedagogy in higher education: a study in Portugal / Percepciones de los profesores universitarios sobre la enseñanza y la calidad de la pedagogía de la educación superior: un estudio realizado en Portugal. Journal for the Study of Education and Development 38:1, pages 102-143.
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Aikaterini Balasi & Georgios Iordanidis. Primary schools as professional learning communities and teachers’ professional development: an empirical study in a Greek educational context. Teacher Development 0:0, pages 1-22.
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Esayas Teshome Taddese. The impact of mandated collaboration in the workplace: a case study of Ethiopian primary school teachers. Irish Educational Studies 0:0, pages 1-17.
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Esayas Teshome Taddese, Mitiku Tasisa Dinsa, Bereket Merkine Gebresilase & Shorouk Mohamed Farag Mohamed Aboudahr. Reflective professional learning practices of Ethiopian primary school teachers: the gap between practice and theory. Education 3-13 0:0, pages 1-10.
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