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Masoumeh Kouhsari, Xianhan Huang & Chan Wang. (2024) The impact of school climate on teacher enthusiasm: the mediating effect of collective efficacy and teacher self-efficacy. Cambridge Journal of Education 54:2, pages 143-163.
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Guillaume Escalié, Jérémy Lesellier, Julie K/Bidy & Pascal Legrain. (2023) Towards a psychological anthropology in teacher education. European Journal of Teacher Education 46:3, pages 354-371.
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Lara K.T. Smetana & Ali Kushki. (2023) Confronting, investigating, and learning from professional identity tensions. European Journal of Teacher Education 0:0, pages 1-19.
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Orit Avidov-Ungar. (2023) The professional learning expectations of teachers in different professional development periods. Professional Development in Education 49:1, pages 123-134.
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Jan Baan, Lisa Gaikhorst & Monique Volman. (2023) Professional development in inquiry-based working; the experiences of graduates from academic teacher education programmes. European Journal of Teacher Education 46:1, pages 114-133.
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Siv M. Gamlem & Ingrid Helleve. (2022) Mapping sustainability of professional development in four Norwegian lower-secondary schools. Cogent Education 9:1.
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Orit Avidov-Ungar & Dina Tsybulsky. (2022) Teachers in leadership positions: Experiences of professional career development. International Journal of Leadership in Education 25:4, pages 567-585.
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Juana M. Sancho-Gil & Maria Domingo-Coscollola. (2022) Expanding perspectives on secondary education teachers’ learning ecosystems: implications for teachers’ professional development. European Journal of Teacher Education 45:3, pages 414-434.
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Na Zhou, Dineke Tigelaar & Wilfried Admiraal. (2022) The relationship between vocational teachers’ motivational beliefs and their engagement in work placement. Journal of Vocational Education & Training 0:0, pages 1-20.
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Orit Avidov-Ungar & Osnat Herscu. (2020) Formal professional development as perceived by teachers in different professional life periods. Professional Development in Education 46:5, pages 833-844.
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Molly Weinburgh. (2020) Emerging, Existing, and Imagined Identities: A Case of Mid-Career and Late-Career Secondary Science Teacher Departure/Dropout. Journal of Science Teacher Education 31:6, pages 654-674.
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Irene van der Spoel, Omid Noroozi, Ellen Schuurink & Stan van Ginkel. (2020) Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European Journal of Teacher Education 43:4, pages 623-638.
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Piety Runhaar, Machiel Bouwmans & Marjan Vermeulen. (2019) Exploring teachers’ career self-management. Considering the roles of organizational career management, occupational self-efficacy, and learning goal orientation.. Human Resource Development International 22:4, pages 364-384.
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D. W. Livingstone. (2018) Tipping point for teachers? Changing working conditions and continuing learning in a ‘knowledge economy’. International Journal of Lifelong Education 37:3, pages 359-371.
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Ritianne Bezzina & James Calleja. The self-sought professional learning experiences of secondary school teachers in Malta. Teacher Development 0:0, pages 1-20.
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Fiskia Rera Baharuddin, Amiruddin Amiruddin, Nurlaela Nurlaela & Wirawan Setialaksana. (2024) Teacher growth mindset and ICT integration in Indonesian classrooms: insights from in-service and preservice teacher programs. Quality Assurance in Education 32:2, pages 197-212.
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Wawan KRISMANTO, Punaji SETYOSARI, Dedi KUSWANDI & Henry PRAHERDHIONO. (2023) PROFESSIONAL LEARNING NETWORK ACTIVITIES OF INDONESIAN TEACHERS: DIFFERENTIAL ITEM FUNCTIONING ANALYSIS OF TEACHERS’ BACKGROUNDS. Turkish Online Journal of Distance Education 24:3, pages 117-144.
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Liliana Pedraja-Rejas, Emilio Rodríguez-Ponce & Francisco Ganga-Contreras. (2023) Pensamiento crítico en las carreras de pedagogía. TECHNO REVIEW. International Technology, Science and Society Review /Revista Internacional de Tecnología, Ciencia y Sociedad 13:2, pages 1-15.
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Taibe Kulaksız & Feride Karaca. (2022) A path model of contextual factors influencing science teachers’ Technological Pedagogical Content Knowledge. Education and Information Technologies 28:3, pages 3001-3026.
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Nurul Hafizah Haji Alias, Masitah Shahrill, Afiqah Bari’ah Haji Emran, Ani Afifah Haji Mosli, Nur Fatin Haji Ismail, Mohd Khairul Azam Hj Ali Mashod & Dalilah Syazwi Dalilah Farzana Haji Laidin. Graduate teacher candidates’ reflective experiences in developing learning activities for the teaching of mathematics. Graduate teacher candidates’ reflective experiences in developing learning activities for the teaching of mathematics.
Yvonne M. Hemmler, Julian Rasch & Dirk Ifenthaler. (2022) A Categorization of Workplace Learning Goals for Multi-Stakeholder Recommender Systems: A Systematic Review. TechTrends 67:1, pages 98-111.
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Dijana Vučković, Veselin Mićanović & Tatjana Novović. 2023. The Palgrave Handbook of Teacher Education in Central and Eastern Europe. The Palgrave Handbook of Teacher Education in Central and Eastern Europe
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Xianhan Huang, Chin-Hsi Lin, Mingyao Sun & Peng Xu. (2022) Metacognitive skills and self-regulated learning and teaching among primary school teachers: The mediating effect of enthusiasm. Metacognition and Learning 17:3, pages 897-919.
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Sandra Hesterman & Susan Girak. (2022) Creative Reuse: REmida Teacher Professional Learning for a Sustainable Future. Education and Society 40:1, pages 25-35.
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Xian Wu & Quan Wu. (2022) Can students be more engaged and confident? A multiple membership multilevel analysis of science engagement and confidence and their effects on science achievement in East Asia. Studies in Educational Evaluation 73, pages 101147.
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Siti M Tamah & Johannes VD Wirjawan. (2021) Teachers’ response to a challenge to change: A portrait of teacher resilience to a professional development program. Power and Education 14:1, pages 17-34.
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Ophelie Desmet, Danielle Crimmins, Kathryn C. Seigfried-Spellar & Marcia Gentry. (2021) AME+Cyber: Evaluating the online delivery of a holistic cyber-related talent development program. Gifted Education International 38:1, pages 3-24.
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Keren Dery & Roni Reingold*. (2021) The Ideological Perspective of School Principals' Perceptions-Educational Leaders Defining their Roles. European Journal of Educational Management 1:4, pages 13-23.
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Jimmy Frerejean, Marieke van Geel, Trynke Keuning, Diana Dolmans, Jeroen J. G. van Merriënboer & Adrie J. Visscher. (2021) Ten steps to 4C/ID: training differentiation skills in a professional development program for teachers. Instructional Science 49:3, pages 395-418.
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Wahyu Kurniawan, Su’ad & Sukirman. (2021) Determinant factors of extraordinary elementary school teacher professionalism. Journal of Physics: Conference Series 1823:1, pages 012087.
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Iris Vansteelandt, Suzanne E. Mol, Ruben Vanderlinde, Marja-Kristiina Lerkkanen & Hilde Van Keer. (2020) In pursuit of beginning teachers’ competence in promoting reading motivation: A mixed-methods study into the impact of a continuing professional development program. Teaching and Teacher Education 96, pages 103154.
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Marina Bouckaert. (2018) Current Perspectives on Teachers as Materials Developers: Why, What, and How?. RELC Journal 50:3, pages 439-456.
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Mustafa Öztürk & Hasan Gönülaçar. (2019) Öğretmenler Ne Zaman ve Nasıl Yetkin Bir Uzman Olurlar: Coğrafya Öğretmenleri Örneği. Kastamonu Eğitim Dergisi, pages 915-933.
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