Citations (25)
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Linda la Velle. (2023) Development of teachers’ knowledge: the breadth, depth, and detail. Journal of Education for Teaching 49:4, pages 545-550.
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Xinglin Jin, Dineke Tigelaar, Anna van der Want & Wilfried Admiraal. (2023) The effects of a teacher development programme in chinese vocational education on the efficacy and professional engagement of novice teachers. Journal of Education for Teaching 49:2, pages 252-265.
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Emine Gümüş & Mehmet Şükrü Bellibaş. (2023) The relationship between the types of professional development activities teachers participate in and their self-efficacy: a multi-country analysis. European Journal of Teacher Education 46:1, pages 67-94.
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Cara M. Djonko-Moore. (2022) Diversity education and early childhood teachers’ motivation to remain in teaching: an exploration. Journal of Early Childhood Teacher Education 43:1, pages 35-53.
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Lisa Gaikhorst, Jeffrey Post, Virginie März & Inti Soeterik. (2020) Teacher preparation for urban teaching: a multiple case study of three primary teacher education programmes. European Journal of Teacher Education 43:3, pages 301-317.
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Wouter Smets & Katrien Struyven. (2020) A teachers’ professional development programme to implement differentiated instruction in secondary education: How far do teachers reach?. Cogent Education 7:1.
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Julia T. Shaw. (2018) Pedagogical context knowledge: revelations from a week in the life of itinerant urban music educators. Music Education Research 20:2, pages 184-200.
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Julia T. Shaw. (2018) Alleviating praxis shock: Induction policy and programming for urban music educators. Arts Education Policy Review 119:1, pages 25-35.
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Lisa Gaikhorst, Jos J.J. Beishuizen, Bonne J.H. Zijlstra & Monique L.L. Volman. (2017) The sustainability of a teacher professional development programme for beginning urban teachers. Cambridge Journal of Education 47:1, pages 135-154.
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Lisa Gaikhorst, Jos Beishuizen, Bart Roosenboom & Monique Volman. (2017) The challenges of beginning teachers in urban primary schools. European Journal of Teacher Education 40:1, pages 46-61.
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Articles from other publishers (15)
Thibault Coppe, Michaël Parmentier, Geert Kelchtermans, Isabel Raemdonck, Virginie März & Stéphane Colognesi. (2024) Beyond traditional narratives about teacher professional development: A critical perspective on teachers' working life. Teaching and Teacher Education 139, pages 104436.
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Valerie Hill-Jackson. (2023) Three approaches to school-university partnerships among teacher residencies: can HBCUs lead the way to an equity-centric model?. School-University Partnerships.
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Elizabeth Landa, Chang Zhu, Jennifer Sesabo & Haruni Machumu. (2023) Leader support and the integration of innovative teaching–learning technologies: the mediating role of technological level of knowledge. Education and Information Technologies 28:12, pages 15523-15541.
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Özgür Bolat & Esef Hakan Toytok. (2023) Exploring Teacher’s Professional Identity in Relationship to Leadership: A Latent Profile Analysis. Sustainability 15:18, pages 13837.
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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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Ottavia Trevisan & Anneke Smits. (2023) Probing the quality of preservice teachers’ pedagogical reasoning & action (PR&A) in internships. Teaching and Teacher Education 125, pages 103983.
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Xiaotian Han. (2023) Associations between the helpfulness of teacher induction programs, teacher self-efficacy, and anticipated first-year teacher retention. Frontiers in Psychology 14.
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Vasileios Symeonidis, Elisabeth Haas & Klaus Schneider. (2023) Personal, social and professional support for newly qualified teachers: Teacher induction in Austria. Teaching and Teacher Education 121, pages 103916.
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Lisa Gaikhorst & Monique L. L. Volman. 2023. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
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Kang Ma, Muhammad Chutiyami & Sandy Nicoll. (2021) Transitioning into the first year of teaching: changes and sources of teacher self-efficacy. The Australian Educational Researcher 49:5, pages 943-960.
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Ria Asih, Dennis Alonzo & Tony Loughland. (2022) The critical role of sources of efficacy information in a mandatory teacher professional development program: Evidence from Indonesia’s underprivileged region. Teaching and Teacher Education 118, pages 103824.
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Greta Mazzetti, Michela Vignoli, Dina Guglielmi, Béatrice I. J. M. Van der Heijden & Arnoud T. Evers. (2020) You’re Not Old as Long as You’re Learning: Ageism, Burnout, and Development Among Italian Teachers. Journal of Career Development 49:2, pages 427-442.
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Lisa Gaikhorst & Monique L. L. Volman. 2020. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
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Quentin Brouhier, Virginie März, Sara Van Waes & Isabel Raemdonck. (2021) From Isolation to Interaction: A Social Network Perspective on Older Teachers’ Position in School Organizations and Age-Related HR Practices. Work, Aging and Retirement 7:4, pages 322-338.
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Vicky Willegems, Els Consuegra, Katrien Struyven & Nadine Engels. (2018) Pre-service teachers as members of a collaborative teacher research team: A steady track to extended professionalism?. Teaching and Teacher Education 76, pages 126-139.
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