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European Journal of Teacher Education Volume 40, 2017 - Issue 1
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Articles

Redefining what it means to be a teacher through professional standards: implications for continuing teacher education

Deirdre TorranceThe Moray House School of Education, The University of Edinburgh, Edinburgh, UKCorrespondence[email protected]
&
Christine FordeSchool of Education, University of Glasgow, Glasgow, UK
Pages 110-126 | Received 12 Jun 2015, Accepted 04 Oct 2016, Published online: 21 Oct 2016

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Amélia Lopes, Assunção Folque, Margarida Marta & Rita Tavares de Sousa. (2023) Teacher professionalism towards transformative education: insights from a literature review. Professional Development in Education 0:0, pages 1-15.
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Serafina Pastore. (2023) Italian teachers’ conceptions of large-scale assessment: what are the implications for assessment literacy?. Teacher Development 27:2, pages 153-171.
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Qilong Zhang, Weiying Wu & Ke Jiang. (2022) Standardising professional standards: A self-assessment scale for Chinese kindergarten teachers. European Journal of Teacher Education 0:0, pages 1-19.
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Ian Hardy & Karin Rönnerman. (2019) A “Deleterious” Driver: The “First Teacher” Reform in Sweden. Scandinavian Journal of Educational Research 63:5, pages 805-818.
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Serafina Pastore, Amelia Manuti & Anna Fausta Scardigno. (2019) Formative assessment and teaching practice: the point of view of Italian teachers. European Journal of Teacher Education 42:3, pages 359-374.
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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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Jori S. Beck, KaaVonia Hinton, Peter D. Wiens & Brandon M. Butler. A mixed methods investigation of administrators’ and teachers’ perceptions of teacher leadership. School Leadership & Management 0:0, pages 1-21.
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Articles from other publishers (18)

Helen Coker, Qudsia Kalsoom & Duncan Mercieca. (2023) Teachers’ Use of Knowledge in Curriculum Making: Implications for Social Justice. Education Sciences 14:1, pages 3.
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Jori S. Beck, KaaVonia Hinton, Brandon M. Butler & Peter D. Wiens. (2023) Open to All: Administrators’ and Teachers’ Perceptions of Issues of Equity and Diversity in Teacher Leadership. Urban Education.
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Stefan Sorge, Valerie K. Otero & Jari Lavonen. 2023. The International Handbook of Physics Education Research: Teaching Physics. The International Handbook of Physics Education Research: Teaching Physics 14-1 14-20 .
Nesreen Alzhrani. (2023) Liberating an EFL teacher as an activist teacher professional identity in MA TESOL classrooms. Asian-Pacific Journal of Second and Foreign Language Education 8:1.
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Denise Mifsud. 2023. Teacher Education as an Ongoing Professional Trajectory. Teacher Education as an Ongoing Professional Trajectory 1 23 .
Gerald K. LeTendre. 2023. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research 1489 1509 .
Margery McMahon & Deirdre Torrance. 2023. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research 665 686 .
Pinkie L. Mabunda. 2022. Transformative Education for Regeneration and Wellbeing. Transformative Education for Regeneration and Wellbeing 275 289 .
Gerald K. LeTendre. 2020. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research 1 22 .
Margery McMahon & Deirdre Torrance. 2020. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research 1 23 .
Margarita Christoforidou & Leonidas Kyriakides. (2021) Developing teacher assessment skills: The impact of the dynamic approach to teacher professional development. Studies in Educational Evaluation 70, pages 101051.
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Philip A. Woods, Deirdre Torrance, Caitlin Donnelly, Tom Hamilton, Ken Jones & Ian Potter. (2021) Constructions and purposes of school leadership in the UK. School Leadership & Management 41:1-2, pages 152-170.
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Nils Kirsten. (2020) A systematic research review of teachers’ professional development as a policy instrument. Educational Research Review 31, pages 100366.
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J. Julia, Herman Subarjah, M. Maulana, Atep Sujana, I. Isrokatun, Dadan Nugraha & Dewi Rachmatin. (2020) Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools. European Journal of Educational Research volume-9-2020:volume-9-issue-2-april-2020, pages 655-673.
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Serafina Pastore & Heidi L. Andrade. (2019) Teacher assessment literacy: A three-dimensional model. Teaching and Teacher Education 84, pages 128-138.
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Christine Forde & Margery McMahonChristine Forde & Margery McMahon. 2019. Teacher Quality, Professional Learning and Policy. Teacher Quality, Professional Learning and Policy 111 138 .
Gillian Hamilton, Christine Forde & Margery McMahon. (2018) Developing a coherent strategy to build leadership capacity in Scottish education. Management in Education 32:2, pages 72-78.
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Denise MifsudDenise Mifsud. 2018. Professional Identities in Initial Teacher Education. Professional Identities in Initial Teacher Education 187 217 .

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