Citations (10)
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Marie Evens, Kelly Tielemans, Jan Elen & Fien Depaepe. (2019) Pedagogical content knowledge of French as a foreign language: differences between pre-service and in-service teachers. Educational Studies 45:4, pages 422-439.
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Carmel Conn. (2018) Pedagogical intersubjectivity, autism and education: can teachers teach so that autistic pupils learn?. International Journal of Inclusive Education 22:6, pages 594-605.
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Amy Bywater & Sarah Mander. (2018) Seamlessly transcending the ‘academic bump’ to support the new lecturer in higher education. Research in Post-Compulsory Education 23:2, pages 202-212.
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Robert E. Bleicher. (2014) A collaborative action research approach to professional learning. Professional Development in Education 40:5, pages 802-821.
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Kristine Black-Hawkins & Lani Florian. (2012) Classroom teachers’ craft knowledge of their inclusive practice. Teachers and Teaching 18:5, pages 567-584.
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Pamela Osmond & Karen Goodnough. (2011) Adopting Just-in-Time Teaching in the Context of an Elementary Science Education Methodology Course. Studying Teacher Education 7:1, pages 77-91.
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Articles from other publishers (4)
Brady L. Nash, Alina A. Pruitt & Diane L. Schallert. (2024) “Always Trying to Dig Deeper”: The Enactment of Teaching Expertise as an Emotion-Laden Continual Learning Process. Teachers College Record: The Voice of Scholarship in Education 126:1, pages 61-88.
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Noriyuki Inoue, Tadashi Asada, Natsumi Maeda & Shun Nakamura. (2019) Deconstructing teacher expertise for inquiry-based teaching: Looking into consensus building pedagogy in Japanese classrooms. Teaching and Teacher Education 77, pages 366-377.
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Raqib Chowdhury. 2018. Engaging in Educational Research. Engaging in Educational Research
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Craig Skerritt. (2017) The code for success? Using a Bernsteinian perspective on sociolinguistics to accentuate working-class students’ underachievement in the Republic of Ireland. Irish Journal of Sociology 25:3, pages 274-296.
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