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Ismaila Temitayo Sanusi, Kissinger Sunday, Solomon Sunday Oyelere, Jarkko Suhonen, Henriikka Vartiainen & Markku Tukiainen. (2023) Learning machine learning with young children: exploring informal settings in an African context. Computer Science Education 0:0, pages 1-32.
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Sally Windsor, Gregor Maxwell & Yngve Antonsen. (2022) Incorporating sustainable development and inclusive education in teacher education for the Arctic. Polar Geography 45:4, pages 246-259.
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Joy Whitton, Graham Parr & Julia Choate. (2022) Developing the education research capability of education-focused academics: building skills, identities and communities. Higher Education Research & Development 41:6, pages 2122-2136.
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Youngae Choi. (2020) A preschooler's agency: why relational types of agency emerge in peer interactions?. Early Child Development and Care 190:10, pages 1525-1536.
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Stephen Merry & Paul Orsmond. (2020) Peer assessment: the role of relational learning through communities of practice. Studies in Higher Education 45:7, pages 1312-1322.
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Parvin Safari. (2020) Iranian ELT Student Teachers’ Portrayal of Their Identities as an English Language Teacher: Drawings Speak Louder than Words. Journal of Language, Identity & Education 19:2, pages 125-141.
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Irina Engeness. (2020) Teacher facilitating of group learning in science with digital technology and insights into students’ agency in learning to learn. Research in Science & Technological Education 38:1, pages 42-62.
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Frank Herold. (2019) Shulman, or Shulman and Shulman? How communities and contexts affect the development of pre-service teachers’ subject knowledge. Teacher Development 23:4, pages 488-505.
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Laura Rantavuori. (2018) The problem-solving process as part of professionals’ boundary work in preschool to school transition. International Journal of Early Years Education 26:4, pages 422-435.
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Irina Lokhtina. (2018) Gaining legitimacy: mentoring as an avenue to navigate the transition into a new academic workplace / Conseguir legitimidad: las mentorías como medio para gestionar la transición a un puesto académico distinto. Journal for the Study of Education and Development 41:3, pages 581-618.
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Muhammad Asif Khan & Asma Kiran. (2018) Organizational and task factors aimed at enhancing occupational expertise through teachers’ professional development. Cogent Education 5:1.
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Irina Engeness & Anne Edwards. (2017) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools. Scandinavian Journal of Educational Research 61:6, pages 650-667.
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Caroline Adele Bligh & Monalisa Fathima. (2017) A Sociocultural Analysis of Social Interaction and Collaboration Within the Cooking Practices of Children. Journal of Research in Childhood Education 31:4, pages 530-547.
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Harmen Schaap, Marieke van der Schaaf & Elly de Bruijn. (2017) Interactions in vocational education: negotiation of meaning of students and teaching strategies. Studies in Continuing Education 39:1, pages 52-70.
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Nick Hopwood & Teena Clerke. (2016) Professional pedagogies of parenting that build resilience through partnership with families at-risk: a cultural-historical approach. Pedagogy, Culture & Society 24:4, pages 599-615.
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Nienke Bijlsma, Harmen Schaap & Elly de Bruijn. (2016) Students’ meaning-making and sense-making of vocational knowledge in Dutch senior secondary vocational education. Journal of Vocational Education & Training 68:3, pages 378-394.
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Alice Tate. (2016) Developing identities in the workplace: students’ experiences of distance early childhood teacher education. Asia-Pacific Journal of Teacher Education 44:3, pages 289-300.
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Ann-Marie Young & Ann MacPhail. (2016) Cultivating relationships with school placement stakeholders: the perspective of the cooperating teacher. European Journal of Teacher Education 39:3, pages 287-301.
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Susan Hawkins & Meredith Park Rogers. (2016) Tools for Reflection: Video-Based Reflection Within a Preservice Community of Practice. Journal of Science Teacher Education 27:4, pages 415-437.
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Pauliina Alenius. (2016) Exploring the role of migrants in transnational occupational learning processes in Estonia-Finland space. International Journal of Lifelong Education 35:3, pages 270-285.
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Rachel Masika & Jennie Jones. (2016) Building student belonging and engagement: insights into higher education students’ experiences of participating and learning together. Teaching in Higher Education 21:2, pages 138-150.
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Adeline Yuen Sze Goh. (2015) An individual learning journey: learning as becoming a vocational teacher. International Journal of Lifelong Education 34:6, pages 680-695.
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Marita Kerin & Colette Murphy. (2015) Exploring the impact of coteaching on pre-service music teachers. Asia-Pacific Journal of Teacher Education 43:4, pages 309-323.
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Malcolm Tight. (2015) Theory application in higher education research: the case of communities of practice. European Journal of Higher Education 5:2, pages 111-126.
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Ilana Seidel Horn & Sara Sunshine Campbell. (2015) Developing pedagogical judgment in novice teachers: mediated field experience as a pedagogy for teacher education. Pedagogies: An International Journal 10:2, pages 149-176.
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Naomi Cocks, Celia Harding & Madeleine Pritchard. (2014) The benefits of a 5-day dysphagia intensive placement. International Journal of Speech-Language Pathology 16:5, pages 476-485.
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Jonathan Doherty. (2014) Student teachers in school practice. An analysis of learning opportunities. Journal of Vocational Education & Training 66:3, pages 429-431.
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Linda Rosemary Gregory, Nick Hopwood & David Boud. (2014) Interprofessional learning at work: what spatial theory can tell us about workplace learning in an acute care ward. Journal of Interprofessional Care 28:3, pages 200-205.
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Holli A. Tonyan & Joce Nuttall. (2014) Connecting cultural models of home-based care and childminders' career paths: an eco-cultural analysis. International Journal of Early Years Education 22:1, pages 117-138.
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Fiona Price. (2013) Proximal ethnography: ‘inside-out-inside’ research and the impact of shared metaphors of learning. Teachers and Teaching 19:6, pages 595-609.
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Holli A. Tonyan, Ani Mamikonian-Zarpas & Dorothy Chien. (2013) Do they practice what they preach? An ecocultural, multidimensional, group-based examination of the relationship between beliefs and behaviours among child care providers. Early Child Development and Care 183:12, pages 1853-1877.
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Angie Hart, Ceri Davies, Kim Aumann, Etienne Wenger, Kay Aranda, Becky Heaver & David Wolff. (2013) Mobilising knowledge in community−university partnerships: what does a community of practice approach contribute?. Contemporary Social Science 8:3, pages 278-291.
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Jane McNicholl. (2013) Relational agency and teacher development: a CHAT analysis of a collaborative professional inquiry project with biology teachers. European Journal of Teacher Education 36:2, pages 218-232.
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Glenn Auld, Avis Ridgway & Judy Williams. (2013) Digital Oral Feedback on Written Assignments as Professional Learning for Teacher Educators: A collaborative self-study. Studying Teacher Education 9:1, pages 31-44.
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Nthalivi Silo. (2013) Dialogue—Missing in Action Competence: A Cultural Historical Activity Theory Approach in a Botswana School. The Journal of Environmental Education 44:3, pages 159-179.
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Helen Hedges & Joy Cullen. (2012) Participatory learning theories: a framework for early childhood pedagogy. Early Child Development and Care 182:7, pages 921-940.
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Frank
Andreas Herold & Michael Waring. (2011) So much to learn, so little time…: pre-service physical education teachers' interpretations and development of subject knowledge as they learn to teach. Evaluation & Research in Education 24:1, pages 61-77.
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Lloyd Morgan. (2011) Social Learning among Organic Farmers and the Application of the Communities of Practice Framework. The Journal of Agricultural Education and Extension 17:1, pages 99-112.
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Deborah
Lynette Watson & Carl Emery. (2010) From rhetoric to reality: the problematic nature and assessment of children and young people's social and emotional learning. British Educational Research Journal 36:5, pages 767-786.
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Nick Hopwood. (2010) Doctoral students as journal editors: non‐formal learning through academic work. Higher Education Research & Development 29:3, pages 319-331.
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Eleanore Hargreaves. (2010) Knowledge Construction and Personal Relationship: Insights About a UK University Mentoring and Coaching Service. Mentoring & Tutoring: Partnership in Learning 18:2, pages 107-120.
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David Guile. (2009) Conceptualizing the transition from education to work as vocational practice: lessons from the UK's creative and cultural sector. British Educational Research Journal 35:5, pages 761-779.
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Deirdre Martin & Nick Peim. (2009) Critical perspectives on activity theory. Educational Review 61:2, pages 131-138.
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Barbara Crossouard. (2009) A sociocultural reflection on formative assessment and collaborative challenges in the states of Jersey. Research Papers in Education 24:1, pages 77-93.
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Debbie Watson & Jonathan Robbins. (2008) Closing the chasm: reconciling contemporary understandings of learning with the need to formally assess and accredit learners through the assessment of performance. Research Papers in Education 23:3, pages 315-331.
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Christine Stephen & Lydia Plowman. (2008) Enhancing learning with information and communication technologies in pre‐school. Early Child Development and Care 178:6, pages 637-654.
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Stephen Merry & Paul Orsmond. (2008) Students’ Attitudes to and Usage of Academic Feedback Provided Via Audio Files. Bioscience Education 11:1, pages 1-11.
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Rupert Wegerif. (2008) Dialogic or dialectic? The significance of ontological assumptions in research on educational dialogue. British Educational Research Journal 34:3, pages 347-361.
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Pamela S. Angelle. (2008) Communities of Practice Promote Shared Learning for Organizational Success. Middle School Journal 39:5, pages 52-58.
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John Pryor & Barbara Crossouard. (2008) A socio‐cultural theorisation of formative assessment. Oxford Review of Education 34:1, pages 1-20.
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Viv Ellis. (2007) Taking subject knowledge seriously: from professional knowledge recipes to complex conceptualizations of teacher development. The Curriculum Journal 18:4, pages 447-462.
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Phil Hodkinson, Gert Biesta & David James. (2007) Understanding learning cultures. Educational Review 59:4, pages 415-427.
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Robert Fisher. (2007) Dialogic teaching: developing thinking and metacognition through philosophical discussion. Early Child Development and Care 177:6-7, pages 615-631.
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RussellP. Warhurst. (2006) “We Really Felt Part of Something”: Participatory learning among peers within a university teaching‐development community of practice. International Journal for Academic Development 11:2, pages 111-122.
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Anna Traianou. (2006) Teachers' Adequacy of Subject Knowledge in Primary Science: Assessing constructivist approaches from a sociocultural perspective. International Journal of Science Education 28:8, pages 827-842.
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Patrick Dillon & Mauri Åhlberg. (2006) Integrativism as a theoretical and organisational framework for e‐learning and practitioner research. Technology, Pedagogy and Education 15:1, pages 7-30.
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Sally Brown. (2005) How can research inform ideas of good practice in teaching? The contributions of some official initiatives in the UK. Cambridge Journal of Education 35:3, pages 383-405.
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Anne Edwards & Lin Mackenzie. (2005) Steps towards participation: the social support of learning trajectories. International Journal of Lifelong Education 24:4, pages 287-302.
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Carol McGuinness. (2005) Behind the acquisition metaphor: conceptions of learning and learning outcomes in TLRP school-based projects. The Curriculum Journal 16:1, pages 31-47.
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