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Connie Cirkony, Mark Rickinson, Lucas Walsh, Jo Gleeson, Mandy Salisbury, Blake Cutler, Mandi Berry & Kathy Smith. (2024) Beyond effective approaches: A rapid review response to designing professional learning. Professional Development in Education 50:1, pages 24-45.
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Emily Perry & Josephine Booth. (2024) The practices of professional development facilitators. Professional Development in Education 50:1, pages 144-156.
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C. Musandu, L. C. Jita & A. A. Bada. (2023) Teachers’ opinion and experiences of the application of instructional leadership: evidence from history teachers. International Journal of Leadership in Education 0:0, pages 1-17.
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Fiona King, Philip Poekert & Takeshia Pierre. (2023) A pragmatic meta-model to navigate complexity in teachers’ professional Learning. Professional Development in Education 49:6, pages 958-977.
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Linda Evans. (2023) What is academic development? Contributing a frontier-extending conceptual analysis to the field’s epistemic development. Oxford Review of Education 0:0, pages 1-17.
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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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Saida López-Crespo & Joaquín Gairín Sallán. (2023) School principals’ actions to promote informal learning among teaching staff. Teacher Development 27:3, pages 297-313.
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Janet C. Fairman, David J. Smith, Paige C. Pullen & Steve J. Lebel. (2023) The challenge of keeping teacher professional development relevant. Professional Development in Education 49:2, pages 197-209.
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Dewa Wardak, Elaine Huber & Sandris Zeivots. (2023) Towards a conceptual framework of professional development: a phenomenographic study of academics’ mindsets in a business school. International Journal for Academic Development 0:0, pages 1-16.
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Freeman Akama & John Keenan. (2023) Attitudes towards staff mentoring by senior leaders of a College of Education in Ghana. Journal of Higher Education Policy and Management 45:1, pages 84-95.
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Esayas Teshome Taddese & Congman Rao. (2022) School-based continuous professional development of teachers: a case study of primary school teachers in Ethiopia. Education 3-13 50:8, pages 1059-1071.
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Albert Zeggelaar, Marjan Vermeulen & Wim Jochems. (2022) Evaluating effective professional development. Professional Development in Education 48:5, pages 806-826.
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Farzaneh Dehghan. (2022) Teachers’ perceptions of professionalism: a top-down or a bottom-up decision-making process?. Professional Development in Education 48:4, pages 705-714.
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Phatchara Phantharakphong & Indika Liyanage. (2022) Teacher professional learning and development: linear discourses and complexities of teacher learning. Asia-Pacific Journal of Teacher Education 50:3, pages 311-323.
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Jennifer Gore & Brooke Rosser. (2022) Beyond content-focused professional development: powerful professional learning through genuine learning communities across grades and subjects. Professional Development in Education 48:2, pages 218-232.
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Shivaun O’Brien, Gerry McNamara, Joe O’Hara & Martin Brown. (2022) Learning by doing: evaluating the key features of a professional development intervention for teachers in data-use, as part of whole school self-evaluation process. Professional Development in Education 48:2, pages 273-297.
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Tal Carmi & Eran Tamir. (2022) Three professional ideals: where should teacher preparation go next?. European Journal of Teacher Education 45:2, pages 173-192.
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Martha Magee, Marinka Kuijpers & Piety Runhaar. (2022) How vocational education teachers and managers make sense of career guidance. British Journal of Guidance & Counselling 50:2, pages 273-289.
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Brooke A. Whitworth, Lori Rubino-Hare, Francis Boateng, Anne Hamlin, Nena E. Bloom & Eric Nolan. (2022) Teacher enactment of the Geospatial Inquiry cycle in classrooms following scaled up professional learning and development. International Journal of Science Education 44:3, pages 379-415.
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Aminath Shiyama. (2021) Teacher professional learning in the Maldivian context: Working with congruencies for teacher identity as a socio-cultural identity. PRACTICE 0:0, pages 1-19.
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Katrina McChesney & Jill M. Aldridge. (2021) What gets in the way? A new conceptual model for the trajectory from teacher professional development to impact. Professional Development in Education 47:5, pages 834-852.
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Cynthia Brock, Dana Robertson, Adeline Borti & Victoria Gillis. (2021) Evolving identities: exploring leaders’ positioning in the birth of a professional literacy collaboration. Professional Development in Education 47:5, pages 853-869.
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Hilal Handan Atlı & John O’Dwyer. (2021) The contribution of personal epistemological beliefs to uptake in in-service professional development: a case-study. Professional Development in Education 0:0, pages 1-19.
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Gary Spruce, Ann Marie Stanley & Mo Li. (2021) Music teacher professional agency as challenge to music education policy. Arts Education Policy Review 122:1, pages 65-74.
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Jennifer M. Gore. (2021) The quest for better teaching. Oxford Review of Education 47:1, pages 45-60.
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Monika Louws, Rosanne Zwart, Itzél Zuiker, Paulien Meijer, Helma Oolbekkink-Marchand, Harmen Schaap & Anna van der Want. (2020) Exploring school leaders’ dilemmas in response to tensions related to teacher professional agency. Professional Development in Education 46:4, pages 691-710.
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Renée Andrews, Lynda Hayes, Karen Kilgore, Michelina MacDonald & Christy D. Gabbard. (2020) Dynamic Structural Integration: A Metaphor for Creating Conditions to Facilitate Teacher-Centered Organisational Learning. Professional Development in Education 46:4, pages 622-637.
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Hannah L. Stark, Patricia A. Eadie, Pamela C. Snow & Sharon R. Goldfeld. (2020) The impact of a sustained oral language professional learning program on Australian early years’ teachers’ knowledge, practice and beliefs: a mixed-methods exploration. Professional Development in Education 46:2, pages 178-194.
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Christian Jaramillo-Baquerizo, Martin Valcke & Ruben Vanderlinde. (2019) Professional development initiatives for university teachers: Variables that influence the transfer of learning to the workplace. Innovations in Education and Teaching International 56:3, pages 352-362.
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Katrina McChesney & Jill M. Aldridge. (2019) A review of practitioner-led evaluation of teacher professional development. Professional Development in Education 45:2, pages 307-324.
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Linda Evans. (2019) Implicit and informal professional development: what it ‘looks like’, how it occurs, and why we need to research it
. Professional Development in Education 45:1, pages 3-16.
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Albert Zeggelaar, Marjan Vermeulen & Wim Jochems. (2018) Exploring what works in professional development: an assessment of a prototype intervention and its accompanying design principles. Professional Development in Education 44:5, pages 750-768.
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Fiona King, Orla Ní Bhroin & Anita Prunty. (2018) Professional learning and the individual education plan process: implications for teacher educators. Professional Development in Education 44:5, pages 607-621.
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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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Marie Beresford-Dey & Richard Holme. (2018) Optional assessment submission within Master’s-level learning: teachers’ perceptions. Professional Development in Education 44:3, pages 428-443.
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Thomas J. Baird & Linda E. Clark. (2018) The ‘look-ahead’ professional development model: a professional development model for implementing new curriculum with a focus on instructional strategies. Professional Development in Education 44:3, pages 326-341.
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Katrina McChesney & Jill M. Aldridge. (2018) A new tool for practitioner-led evaluation of teacher professional development. Teacher Development 22:3, pages 314-338.
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Mark Boylan, Mike Coldwell, Bronwen Maxwell & Julie Jordan. (2018) Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice. Professional Development in Education 44:1, pages 120-139.
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Julie Bowe & Jennifer Gore. (2017) Reassembling teacher professional development: the case for Quality Teaching Rounds. Teachers and Teaching 23:3, pages 352-366.
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Phyllis Jones & Michael W. Riley. (2017) ‘Trying, failing, succeeding, and trying again and again’: perspectives of teachers of pupils with severe profound multiple learning difficulties. European Journal of Teacher Education 40:2, pages 271-285.
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Sarah Prestridge. (2017) Conceptualising self-generating online teacher professional development. Technology, Pedagogy and Education 26:1, pages 85-104.
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Hale Erden. (2016) Pre-service Teachers’ Perceptions on being a Teacher through a Metaphoric Perspective. The Anthropologist 24:1, pages 134-147.
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Parivash Mohammad Nezhad & Steven A. Stolz. Unveiling teachers’ professional agency and decision-making in professional learning: the illusion of choice. Professional Development in Education 0:0, pages 1-21.
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Linda Evans. The emergence of a distinctive European scholarship of professional development: challenging mainstream conceptualisations, consensus and causality claims. European Journal of Teacher Education 0:0, pages 1-19.
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