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Deirdre O’Neill & Eilish McLoughlin. (2023) Identifying the type of transition experienced by newly qualified physics teachers entering the workplace. Irish Educational Studies 42:4, pages 841-860.
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Angela Daddow, Alison Owens, Georgia Clarkson & Vanessa Fredericks. (2023) The precarious academic: professional development and academic identity in the neoliberal university. International Journal for Academic Development 0:0, pages 1-14.
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Fatma Tokoz Goktepe & Naciye Kunt. (2023) Obstructions in normative teacher identity development: a case study in Turkey. Professional Development in Education 49:3, pages 442-457.
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James Brunton & Finian Buckley. (2021) ‘You’re thrown in the deep end’: adult learner identity formation in higher education. Studies in Higher Education 46:12, pages 2696-2709.
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Barbara Kensington-Miller. (2021) ‘My attention shifted from the material I was teaching to student learning’: the impact of a community of practice on teacher development for new international academics. Professional Development in Education 47:5, pages 870-882.
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Neil McLean, Gerry Capstick & Benedetta Passarini. Identity work in conservative political discourse: a cross-cultural comparison. Language and Intercultural Communication 0:0, pages 1-14.
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Haoran Liu, Pamela Sammons & Ian Menter. Exploring teacher identity tensions and coping strategies in a comparative case study of primary school teachers’ narratives. Teachers and Teaching 0:0, pages 1-34.
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Javier Mula, Carmen Lucena Rodríguez, Jesús Domingo Segovia & Cristina Cruz‐González. (2021) Early career researchers' identity: A qualitative review. Higher Education Quarterly 76:4, pages 786-799.
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Mette Krogh Christensen, Karl-Johan Schmidt Nielsen & Lotte Dyhrberg O’Neill. (2022) Embodied teacher identity: a qualitative study on ‘practical sense’ as a basic pedagogical condition in times of Covid-19. Advances in Health Sciences Education 27:3, pages 577-603.
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Andrés Felipe Astaíza-Martínez, Julio Eduardo Mazorco-Salas & María Isabel Castillo-Bohórquez. (2020) Teacher-Researcher Training in Higher Education: a Systems Thinking Approach. Systemic Practice and Action Research 34:2, pages 187-201.
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Ian M. Kinchin. (2019) The Salutogenic Management of Pedagogic Frailty: A Case of Educational Theory Development Using Concept Mapping. Education Sciences 9:2, pages 157.
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