Citations (39)
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Eisuke Saito & Michelle Ludecke. (2023) Translations: A Self-Study of Teacher Education Practices of a Non-Native Speaking University Faculty Teaching in Cross-Cultural Contexts. Studying Teacher Education 0:0, pages 1-20.
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Ilana Finefter-Rosenbluh & Carlo Perrotta. (2023) How do teachers enact assessment policies as they navigate critical ethical incidents in digital spaces?. British Journal of Sociology of Education 44:2, pages 220-238.
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Stacey Gibbons & Melissa Newberry. (2023) Exploring self-compassion as a means of emotion regulation in teaching. Teacher Development 27:1, pages 19-35.
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Anna CohenMiller, Michal Mahat-Shamir, Shani Pitcho-Prelorentzos & Chaya Possick. (2022) “He put his a** in your faces:” disruption of voice and inclusion in an academic conference witnessed through collaborative ethnography and critical incident technique. International Journal of Qualitative Studies in Education 0:0, pages 1-16.
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Mariana Solari & Elena Martín Ortega. (2022) Teachers’ Professional Identity Construction: A Sociocultural Approach to Its Definition and Research. Journal of Constructivist Psychology 35:2, pages 626-655.
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David Hortigüela-Alcalá, Daniel Bores-García, Raúl Barba-Martín & Gustavo González-Calvo. (2022) Yes, I have a disability. Does it prevent me from being a PE teacher? A qualitative approach from the point of view of future PE teachers and their families. Sport, Education and Society 27:2, pages 196-209.
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Stephanie Oudghiri. (2021) Negotiating tensions: an autoethnographic account of classroom-based research. International Journal of Qualitative Studies in Education 34:10, pages 915-927.
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Harriet Broadfoot & Chris Pascal. (2021) An exploration of what conditions facilitate experiences of compassion in one early childhood community. European Early Childhood Education Research Journal 29:6, pages 910-924.
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Reveka Voulgari & Konstantina Koutrouba. (2021) Examining the depth of primary schoolteachers’ reflection through the critical incident technique. Educational Studies 0:0, pages 1-19.
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David Hortigüela-Alcalá, Raúl A. Barba-Martín, Gustavo González-Calvo & Alejandra Hernando-Garijo. (2021) ‘I Hate Physical Education’; an analysis of girls’ experiences throughout their school life. Journal of Gender Studies 30:6, pages 648-662.
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Julie Lysberg & Wenche Rønning. (2021) Teachers' reflections on proposals for change in situated teamwork. Reflective Practice 22:4, pages 459-473.
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Mairéad Hourigan & Aisling M. Leavy. (2021) The complexities of assuming the ‘teacher of teachers’ role during lesson study. Professional Development in Education 0:0, pages 1-14.
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Molly V. Shea & A. Susan Jurow. (2020) Student-Led Organizing for Sustainability in Business. Cognition and Instruction 38:4, pages 538-560.
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Beathe Liebech-Lien. (2020) The bumpy road to implementing cooperative learning: Towards sustained practice through collaborative action. Cogent Education 7:1.
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Auli Toom, Mikko Tiilikainen, Lauri Heikonen, Äli Leijen, Juanjo Mena & Jukka Husu. (2019) Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice. Teachers and Teaching 25:5, pages 536-552.
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Michelle Collay. (2014) Developing leadership identity through critical reflection: voice, knowledge and advocacy. Reflective Practice 15:6, pages 780-792.
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Charles Vanover. (2014) Teaching the power of the word. International Journal of Qualitative Studies in Education 27:7, pages 922-942.
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Gloria Quinones, Niina Rutanen & Yaiza Lucas Revilla. (2023) A cultural-historical exploration of relational ethics in research involving children. Learning, Culture and Social Interaction 42, pages 100756.
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Lucila Carvalho, Linda Castañeda & Pippa Yeoman. (2023) The 'Birth of Doubt' and 'The Existence of Other Possibilities': Exploring How the ACAD Toolkit Supports Design for Learning. Journal of New Approaches in Educational Research 12:2, pages 340.
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Biying Wen, Qian Wang, Amy Gooden, Floriana Grasso, Qing Chen & Juming Shen. (2023) The Dual-Challenge of Teaching Online in a Foreign Land: Understanding Western Foreign Teachers’ Professional Identity and Confidence Development via a Transformative Learning Lens. The Asia-Pacific Education Researcher.
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Derrik Motz, Bradley W. Young, Scott Rathwell & Bettina Callary. (2023) How Do Adult-Oriented Coaching Practices Change Over Time and Correspond With Changes in Key Criterion Outcomes? An 8-Week Study. International Sport Coaching Journal, pages 1-13.
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Guadalupe López-Íñiguez & Pamela Burnard. (2021) Toward a nuanced understanding of musicians’ professional learning pathways: What does critical reflection contribute?. Research Studies in Music Education 44:1, pages 127-157.
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David Hortigüela-Alcala, Oscar Chiva-Bartoll & Alejandra Hernando-Garijo. (2022) “I feel lonely, I don't understand you when you talk, and I find it hard to breathe”. Analysis of the emotional tensions of physical education students in the Spanish setting of COVID-19. Teaching and Teacher Education 112, pages 103657.
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Jonas Debesay, Anders Huuse Kartzow & Marit Fougner. (2021) Healthcare professionals’ encounters with ethnic minority patients: The critical incident approach. Nursing Inquiry 29:1.
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Aisling Leavy, Mairéad Hourigan & T.J. Ó Ceallaigh. 2020. Teacher Development for Immersion and Content-Based Instruction. Teacher Development for Immersion and Content-Based Instruction
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Aisling Leavy, Mairéad Hourigan & T. J. Ó Ceallaigh. (2018) Unpacking dimensions of immersion teacher educator identity. Journal of Immersion and Content-Based Language Education 6:2, pages 218-243.
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Sandra J. Schmidt & Chris Babits. (2023) Occupy Wall Street as a Curriculum of Space. The Journal of Social Studies Research 38:2, pages 79-89.
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