Citations (16)
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Tanya Riordan & Anne Convery. (2022) Reimagining the concept of differentiation in languages classrooms. The Language Learning Journal 0:0, pages 1-14.
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Ali Derakhshan & Mostafa Nazari. (2022) Examining Teacher Identity Construction in Action Research: The Mediating Role of Experience. Educational Studies 0:0, pages 1-20.
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Hazel Crichton, Francisco Valdera Gil & Christine Hadfield. (2021) Reflections on peer micro-teaching: raising questions about theory informed practice. Reflective Practice 22:3, pages 345-362.
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Johan Luttenberg, Paulien Meijer & Helma Oolbekkink-Marchand. (2017) Understanding the complexity of teacher reflection in action research. Educational Action Research 25:1, pages 88-102.
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Eline Vanassche & Geert Kelchtermans. (2016) Facilitating self-study of teacher education practices: toward a pedagogy of teacher educator professional development. Professional Development in Education 42:1, pages 100-122.
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Neville John Ellis & Ann Cheryl Armstrong. (2014) How context shapes practitioner research and professional learning in schools in Singapore and NSW. Compare: A Journal of Comparative and International Education 44:3, pages 435-454.
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Bridget Somekh & Ken Zeichner. (2009) Action research for educational reform: remodelling action research theories and practices in local contexts. Educational Action Research 17:1, pages 5-21.
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Linda Van Looy & Werner Goegebeur. (2007) Teachers and teacher trainees as classroom researchers: beyond Utopia?. Educational Action Research 15:1, pages 107-126.
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Joe Harkin. (2005) Fragments stored against my ruin: the place of educational theory in the professional development of teachers in further education. Journal of Vocational Education & Training 57:2, pages 165-179.
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Michael Halton. (2004) Opening a door to the learning society through teacher professional development: An examination of the policy and provision of professional development opportunities for second‐level teachers in the republic of Ireland. Irish Educational Studies 23:2, pages 65-82.
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Barbara Zamorski & Margaret Bulmer. (2002) Engaging teachers in research: teacher engagement in research as professional development. Pedagogy, Culture & Society 10:2, pages 279-291.
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ColinA. Smith. (2002) Supporting teacher and school development: learning and teaching policies, shared living theories and teacher-researcher partnerships. Teacher Development 6:2, pages 157-179.
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Articles from other publishers (4)
Cemile Dogan & Yasemin Kirkgoz. (2022) Promoting Continuous Professional Development of English Teachers Through Action Research. International Journal of Educational Reform 31:3, pages 246-277.
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Vanessa Lentillon-Kaestner, Emma Guillet-Descas, Guillaume Martinent & Valérian Cece. (2018) Validity and reliability of questionnaire on perceived professional identity among teachers (QIPPE) scores. Studies in Educational Evaluation 59, pages 235-243.
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J. B. Lopes, A. A. Silva, J. P. Cravino, C. A. Santos, A. Cunha, A. Pinto, A. Silva, C. Viegas, E. Saraiva & M. J. Branco. (2013) Constructing and Using Multimodal Narratives to Research in Science Education: Contributions Based on Practical Classroom. Research in Science Education 44:3, pages 415-438.
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Eisuke SaitoSumar Hendayana, Harun Imansyah, Ibrohim, Kuboki Isamu & Tachibana Hideharu. (2016) Development of school-based in-service training under the Indonesian Mathematics and Science Teacher Education Project®. Improving Schools 9:1, pages 47-59.
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