Citations (31)
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Read on this site (16)
Sarah Porcenaluk, Art O’Neachtain & Cornelia Connolly. (2023) Reimagining a framework for teachers’ continuous professional development during curriculum reform. Irish Educational Studies 42:4, pages 931-948.
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Karin Rönnerman & Anette Olin. (2021) Practice changing practices: influences of Master’s programme practice on school practices. Professional Development in Education 0:0, pages 1-17.
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Auxiliadora Sales, Teresa Aguado, Josefina Lozano & Lucía Pellejero. (2021) Opening up participatory spaces: a way of rethinking school practices linked to territory. Educational Research 63:2, pages 180-197.
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Timothy R. N. Murphy, Mary Masterson, Patricia Mannix-McNamara, Paddy Tally & Elaine McLaughlin. (2020) The being of a teacher: teacher pedagogical well-being and teacher self-care. Teachers and Teaching 26:7-8, pages 588-601.
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Katherine Crawford-Garrett, Damon R. Carbajal, Amanda Short, Kahlil Simpson, Emilia Meyer & Eleanor Deck-Stevens. (2020) Teaching Out Loud: Critical Literacy, Intergenerational Professional Development, and Educational Transformation in a Teacher Inquiry Community. The New Educator 16:4, pages 279-295.
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Tanya Maloney, Nini Hayes, Katherine Crawford-Garrett & Kelly Sassi. (2019) Preparing and supporting teachers for equity and racial justice: Creating culturally relevant, collective, intergenerational, co-created spaces. Review of Education, Pedagogy, and Cultural Studies 41:4-5, pages 252-281.
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Cathal de Paor & Timothy R. N. Murphy. (2018) Teachers’ views on research as a model of CPD: implications for policy. European Journal of Teacher Education 41:2, pages 169-186.
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Nils Kirsten & Wieland Wermke. (2017) Governing teachers by professional development: state programmes for continuing professional development in Sweden since 1991. Journal of Curriculum Studies 49:3, pages 391-411.
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Aliza Amir, Daphna Mandler, Sara Hauptman & Dvora Gorev. (2017) Discomfort as a means of pre-service teachers’ professional development – an action research as part of the ‘Research Literacy’ course. European Journal of Teacher Education 40:2, pages 231-245.
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Scott Marsh, Manjula Waniganayake & John J. De Nobile. (2016) Leading with intent: cultivating community conversation to create shared understanding. School Effectiveness and School Improvement 27:4, pages 580-593.
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Christine Edwards-Groves, Anette Olin & Gunilla Karlberg-Granlund. (2016) Partnership and recognition in action research: understanding the practices and practice architectures for participation and change. Educational Action Research 24:3, pages 321-333.
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Christine Edwards-Groves & Stephen Kemmis. (2016) Pedagogy, Education and Praxis: understanding new forms of intersubjectivity through action research and practice theory. Educational Action Research 24:1, pages 77-96.
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Greg Smith. (2014) An innovative model of professional development to enhance the teaching and learning of primary science in Irish schools. Professional Development in Education 40:3, pages 467-487.
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Jocelyn L.N. Wong. (2014) How does writing for publication help professional development of teachers? A case study in China. Journal of Education for Teaching 40:1, pages 78-93.
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Troels Lange & Tamsin Meaney. (2013) Professional development facilitators: reflecting on our practice. Professional Development in Education 39:4, pages 531-549.
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Fichtman Dana, Kara Dawson, Rachel Wolkenhauer & Desi Krell. (2013) Pushing the envelope on what is known about professional development: the virtual school experience. Professional Development in Education 39:2, pages 240-259.
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Articles from other publishers (15)
Kate Higginbottom, Linda Newman, Kelly West-Sooby & April Wood. (2022) Intentional Teaching for Risky Play: Practitioner Researchers Move Beyond Their Comfort Zones. Australasian Journal of Early Childhood 48:1, pages 18-33.
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Timothy R. N. Murphy & Mary Masterson. (2022) Teacher Learning Communities and Leadership: Insights from A DEIS Urban Second-Level School. Societies 12:4, pages 114.
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Ian Hardy, Kirsten Petrie, Anita Norlund, Ingrid Henning Loeb & Kiprono Langat. 2020. Pedagogy, Education, and Praxis in Critical Times. Pedagogy, Education, and Praxis in Critical Times
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Atsushi Tsukui & Eisuke Saito. (2017) Stroll into students’ learning: Acts to unload teachers’ values through the practices of lesson study for learning community in Vietnam. Improving Schools 21:2, pages 173-186.
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Ian Hardy, Karin Rönnerman & Christine Edwards-Groves. (2017) Transforming professional learning: Educational action research in practice. European Educational Research Journal 17:3, pages 421-441.
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Troels Lange & Tamsin Meaney. (2017) Teacher Narratives about Supporting Children to Read and Write in Mathematics: The Case of Kay. EURASIA Journal of Mathematics, Science and Technology Education 13:7b.
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Salika A. Lawrence, Rochelle G. Kaplan & Ellina Chernobilsky. 2017. Literacy Program Evaluation and Development Initiatives for P-12 Teaching. Literacy Program Evaluation and Development Initiatives for P-12 Teaching
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Jocelyn L. N. Wong. (2013) How Do Teachers Learn Through Engaging in School-Based Teacher Learning Activities? Applying a Knowledge Conversion Perspective. The Asia-Pacific Education Researcher 24:1, pages 45-55.
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Kate Domaille. 2013. Current Perspectives in Media Education. Current Perspectives in Media Education
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