Citations (16)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (3)
Fran Arbaugh, Rose Marra, John K. Lannin, Ya-Wen Cheng, Dominike Merle-Johnson & Rena′ Smith. (2016) Supporting university content specialists in providing effective professional development: the educative role of evaluation. Teacher Development 20:4, pages 538-556.
Read now
Read now
Marcus Grace, Willeke Rietdijk, Caro Garrett & Janice Griffiths. (2015) Improving physics teaching through action research: the impact of a nationwide professional development programme. Teacher Development 19:4, pages 496-519.
Read now
Read now
Machiel
Johan Stolk, Astrid Bulte, Onno De Jong & Albert Pilot. (2012) Evaluating a Professional Development Framework to Empower Chemistry Teachers to Design Context-Based Education. International Journal of Science Education 34:10, pages 1487-1508.
Read now
Read now
Articles from other publishers (13)
J. Bernardino Lopes & Ana Edite Cunha. (2017) Self-directed professional development to improve effective teaching: Key points for a model. Teaching and Teacher Education 68, pages 262-274.
Crossref
Crossref
Machiel J. Stolk, Astrid M. W. Bulte, Onno De Jong & Albert Pilot. 2016. Teachers Creating Context-Based Learning Environments in Science. Teachers Creating Context-Based Learning Environments in Science
191
211
.
Kimberly A. Murza & Barbara J. Ehren. (2015) Data-Based Decision Making in Professional Learning for School Speech-Language Pathologists. Language, Speech, and Hearing Services in Schools 46:3, pages 181-193.
Crossref
Crossref
Michael Nkwenti Ndongfack. (2015) Teacher Profession Development on Technology Integration Using the Mastery of Active and Shared Learning for Techno-Pedagogy (MASLEPT) Model. Creative Education 06:03, pages 295-308.
Crossref
Crossref
Michael Nkwenti Ndongfack. (2015) Mastery of Active and Shared Learning Processes for Techno-Pedagogy (MASLEPT): A Model for Teacher Professional Development on Technology Integration. Creative Education 06:01, pages 32-45.
Crossref
Crossref
Diana Lineth Parga Lozano & William Manuel Mora Penagos. (2014) El PCK, un espacio de diversidad teórica: Conceptos y experiencias unificadoras en relación con la didáctica de los contenidos en química. Educación Química 25:3, pages 332-342.
Crossref
Crossref
Ronit Rozenszajn & Anat Yarden. (2013) Expansion of Biology Teachers’ Pedagogical Content Knowledge (PCK) During a Long-Term Professional Development Program. Research in Science Education 44:1, pages 189-213.
Crossref
Crossref
Michelle McAnuff-Gumbs. 2013. Technology Use and Research Approaches for Community Education and Professional Development. Technology Use and Research Approaches for Community Education and Professional Development
225
249
.
Michelle McAnuff-Gumbs & Katherine Verbeck. 2013. Cases on Online Learning Communities and Beyond. Cases on Online Learning Communities and Beyond
361
402
.
Jean Sylvain Bekale Nze & Jacques Ginestié. (2011) Technical and vocational teaching and training in Gabon: how future teachers build their vocational identity?. International Journal of Technology and Design Education 22:3, pages 399-416.
Crossref
Crossref
Bartolomé Vázquez-Bernal, Vicente Mellado, Roque Jiménez-Pérez & M. Carmen Taboada Leñero. (2012) The process of change in a science teacher's professional development: A case study based on the types of problems in the classroom. Science Education 96:2, pages 337-363.
Crossref
Crossref
Carlos Bañas, Rosa Pavón, Constantino Ruiz & Vicente Mellado. (2011) Un programa de investigación-acción con profesores de secundaria sobre la enseñanza-aprendizaje de la energía: un estudio de caso. Revista Brasileira de Ensino de Física 33:3.
Crossref
Crossref
Karen Kerr. 2010. Coteaching in International Contexts. Coteaching in International Contexts
151
171
.