Citations (16)
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Read on this site (11)
Nasra Ali Al Abrawi. (2023) The positive outcomes and challenges experienced by Modern Foreign Language teachers in Oman. Education 3-13 51:7, pages 1130-1142.
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Wiljan Hendrikx. (2020) What we should do vs what we do: teachers’ professional identity in a context of managerial reform. Educational Studies 46:5, pages 607-623.
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J. Joy Cumming, Fabienne M. Van Der Kleij & Lenore Adie. (2019) Contesting educational assessment policies in Australia. Journal of Education Policy 34:6, pages 836-857.
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Sultan Klaib Alnefaie. (2016) Teachers’ role in the development of EFL curriculum in Saudi Arabia: The marginalised status. Cogent Education 3:1.
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Maria Erss, Rain Mikser, Erika Löfström, Aino Ugaste, Vadim Rõuk & Juta Jaani. (2014) Teachers’ Views of Curriculum Policy: The Case of Estonia. British Journal of Educational Studies 62:4, pages 393-411.
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Jan Hardman & Norhaslynda A-Rahman. (2014) Teachers and the implementation of a new English curriculum in Malaysia. Language, Culture and Curriculum 27:3, pages 260-277.
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Sirje Rekkor, Meril Ümarik & Krista Loogma. (2013) Adoption of national curricula by vocational teachers in Estonia. Journal of Vocational Education & Training 65:4, pages 489-506.
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Aileen Kennedy. (2011) Collaborative continuing professional development (CPD) for teachers in Scotland: aspirations, opportunities and barriers. European Journal of Teacher Education 34:1, pages 25-41.
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Anne Heng & ColinJ. Marsh. (2009) Understanding middle leaders: a closer look at middle leadership in primary schools in Singapore. Educational Studies 35:5, pages 525-536.
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Sue Waite, Hazel Lawson & Carolyn Bromfield. (2009) Individual target setting in a mainstream and special school: tensions in understanding and ownership. Educational Studies 35:2, pages 107-121.
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Katja Vähäsantanen & Anneli Eteläpelto. (2009) Vocational teachers in the face of a major educational reform: individual ways of negotiating professional identities. Journal of Education and Work 22:1, pages 15-33.
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Articles from other publishers (5)
Miguel Fernández Álvarez & Silvia García Hernández. (2021) Teachers’ perceptions of linguistic mediation in the curriculum for advanced English in Madrid secondary schools. Language Teaching Research, pages 136216882110056.
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Roselien Vervaet, Mieke Van Houtte & Peter A.J. Stevens. (2018) Multicultural school leadership, multicultural teacher culture and the ethnic prejudice of Flemish pupils. Teaching and Teacher Education 76, pages 68-77.
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Fiona King & Howard Stevenson. (2017) Generating change from below: what role for leadership from above?. Journal of Educational Administration 55:6, pages 657-670.
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Katja Vähäsantanen. (2015) Professional agency in the stream of change: Understanding educational change and teachers' professional identities. Teaching and Teacher Education 47, pages 1-12.
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Bob Jeffrey & Geoff Troman. (2013) Managing creative teaching and performative practices. Thinking Skills and Creativity 9, pages 24-34.
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