Citations (27)
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Robyn Brandenburg, Anna Fletcher, Anitra Gorriss-Hunter, Cameron Van der Smee, Wendy Holcombe, Katrina Griffiths & Karen Schneider. (2023) ‘More than Marking and Moderation’: A Self-Study of Teacher Educator Learning through Engaging with Graduate Teaching Performance Assessment. Studying Teacher Education 19:3, pages 330-350.
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Daron Benjamin Loo & Jariya Sairattanain. (2023) Disrupting discourses of deficiency in English for Academic Purposes: dialogic reflection with a critical friend. Pedagogy, Culture & Society 31:4, pages 669-685.
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Petra Magnusson & Martin Malmström. (2023) Practice-near school research in Sweden: tendencies and teachers’ roles. Education Inquiry 14:3, pages 367-388.
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Luke Jones. (2023) The ‘Teacher Research Group’ as a collaborative model of professional learning. Educational Action Research 31:3, pages 409-423.
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Katharina Heissenberger-Lehofer & Georg Krammer. (2023) Internship integrated practitioner research projects foster student teachers’ professional learning and research orientation: a mixed-methods study in initial teacher education. European Journal of Teacher Education 46:3, pages 456-475.
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Peter Johannesson & Anette Olin. (2023) Teachers’ action research as a case of social learning: exploring learning in between research and school practice. Scandinavian Journal of Educational Research 0:0, pages 1-15.
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Katariina Juusola. (2023) Enhancing teaching and learning through the co-creative learning community approach. Educational Action Research 31:1, pages 102-117.
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Patric Raemy & Antje Barabasch. (2022) Negotiating new professional roles in retail’s workplace learning. Applying the negotiative theory of roles to a VET context. Journal of Vocational Education & Training 0:0, pages 1-22.
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Laura Pérez Granados, Noelia Alcaraz-Salarirche, Manuel Fernández Navas & Ana Yara Postigo Fuentes. (2022) Action research through lesson study: a space for learning in initial teacher training. Educational Action Research 0:0, pages 1-18.
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Peter Johannesson. (2022) Development of professional learning communities through action research: understanding professional learning in practice. Educational Action Research 30:3, pages 411-426.
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Øyvind H. Henriksen & Marit Aas. (2021) Enhancing system thinking - a superintendent and three principals reflecting with a critical friend. Educational Action Research 29:5, pages 804-819.
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Ulrika Bergmark & Kristina Hansson. (2021) How Teachers and Principals Enact the Policy of Building Education in Sweden on a Scientific Foundation and Proven Experience: Challenges and Opportunities. Scandinavian Journal of Educational Research 65:3, pages 448-467.
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Janette Blake & Alaster Gibson. (2021) Critical Friends Group protocols deepen conversations in collaborative action research projects. Educational Action Research 29:1, pages 133-148.
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Katharina Heissenberger & Marlies Matischek-Jauk. (2020) “It’s worth it”1 practitioner research as a tool of professional learning: starting points, conclusions and benefits from the perspective of teacher-students. Educational Action Research 28:4, pages 561-578.
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Encarnación Soto Gómez, María José Serván Núñez, Noemí Peña Trapero & Ángel Ignacio Pérez Gómez. (2019) Action research through lesson study for the reconstruction of teachers’ practical knowledge. A review of research at Málaga University (Spain). Educational Action Research 27:4, pages 527-542.
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Matthew Harry Linaker. (2018) A catalyst for growth? How does the European profiling grid act as an instrument for change in language teachers’ development?. Educational Action Research 26:2, pages 301-313.
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Articles from other publishers (11)
Meng-Yang Matthew Wu & Ellen J. Yezierski. (2023) Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-Based Chemistry Instruction. Journal of Chemical Education 100:11, pages 4224-4236.
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Kacee Lambright. (2023) The Effect of a Teacher’s Mindset on the Cascading Zones of Proximal Development: A Systematic Review. Technology, Knowledge and Learning.
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Rebekka J. Jez, Christopher Dennis, Michelle Coleman, Corné Conradie, Abongile Matyaleni, Diana Ramirez, Chanté Rezandt, Kayla Wilkins & Cassie Herndon. (2023) Changemakers share their why, collaborate as critical friends, and highlight leadership skills. African Journal of Teacher Education and Development 2:1.
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Deniz Hunuk & Ann MacPhail. (2022) Exploring the co-construction of an action research experience between a teacher educator and pre-service teachers. European Physical Education Review 29:1, pages 145-161.
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Katharina Heissenberger-Lehofer. (2022) Motives of teacher students for choosing topics for internship-integrated practitioner research projectsMotive Lehramtsstudierender für die Wahl von Themen für praktikumsintegrierte Praxisforschungsprojekte. Zeitschrift für Bildungsforschung 12:2, pages 275-294.
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Janet Wolf, Francesca Pedone & Raquel Casado-Muñoz. 2022. Partnerships in Education. Partnerships in Education
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Mohd Syafiq Aiman Mat Noor & Azyan Shafee. (2021) THE ROLE OF CRITICAL FRIENDS IN ACTION RESEARCH: A FRAMEWORK FOR DESIGN AND IMPLEMENTATION. Practitioner Research 3, pages 1-33.
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Karen Ferreira-Meyers & Amit Dhakulkar. 2021. Radical Solutions for Education in Africa. Radical Solutions for Education in Africa
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Stacy Leggett & Kandy C. Smith. (2019) When Schools Change and Teachers Do Not: The Principal’s Use of Evaluation and Feedback to Impact Veteran Teacher Effectiveness. Journal of Cases in Educational Leadership 22:4, pages 32-44.
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Anna Fletcher. 2019. Educational Researchers and the Regional University. Educational Researchers and the Regional University
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Karolina Parding & Anna Berg-Jansson. (2018) Conditions for workplace learning in professional work. Journal of Workplace Learning 30:2, pages 108-120.
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