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Soon-Yong Pak & Moosung Lee. (2018) ‘Hit the ground running’: Delineating the problems and potentials in State-led Global Citizenship Education (GCE) through teacher practices in South Korea. British Journal of Educational Studies 66:4, pages 515-535.
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Katja Vähäsantanen & Anneli Eteläpelto. (2011) Vocational teachers’ pathways in the course of a curriculum reform. Journal of Curriculum Studies 43:3, pages 291-312.
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MichaelP. Evans & Corrie Stone‐Johnson. (2010) Internal leadership challenges of network participation. International Journal of Leadership in Education 13:2, pages 203-220.
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Katja Vähäsantanen & Anneli Eteläpelto. (2009) Vocational teachers in the face of a major educational reform: individual ways of negotiating professional identities. Journal of Education and Work 22:1, pages 15-33.
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Klaas Van Veen & Peter Sleegers. (2006) How does it feel? Teachers' emotions in a context of change. Journal of Curriculum Studies 38:1, pages 85-111.
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Ann Lieberman & Lynne Miller. (2005) Teachers as Leaders. The Educational Forum 69:2, pages 151-162.
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Maha M. Elkomy & Nevien H. Elkhaial. (2022) The lesson study approach to professional development: Promoting teachers' peer mentoring and communities of practice and students' learning in Egypt. Teaching and Teacher Education 109, pages 103538.
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Katariina Räsänen, Janne Pietarinen, Kirsi Pyhältö, Tiina Soini & Pertti Väisänen. (2020) Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions. Social Psychology of Education 23:4, pages 837-859.
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Melissa Braaten, Chris Bradford, Kathryn L. Kirchgasler & Sadie Fox Barocas. (2017) How data use for accountability undermines equitable science education. Journal of Educational Administration 55:4, pages 427-446.
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Fanny Kho Chee Yuet, Hamidah Yusof & Syed Ismail Syed Mohamad. (2014) Confirmatory Factor Analysis of the Niche-Malaysian Teacher Leadership Measurement Model. International Journal for Innovation Education and Research 2:7, pages 1-10.
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Rebecca Saunders. (2012) The role of teacher emotions in change: Experiences, patterns and implications for professional development. Journal of Educational Change 14:3, pages 303-333.
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Magdalene Lampert, Timothy Boerst & Filippo Graziani. (2011) Organizational Resources in the Service of School-Wide Ambitious Teaching Practice. Teachers College Record: The Voice of Scholarship in Education 113:7, pages 1361-1400.
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Thomas J. Templin, Bonnie Blankenship, Alan L. Smith, Boung Jin Kang & Jan Eichenauer. (2011) Teacher professional development and change: Evidence of compliance, redefinition, and reflection in the use of Sport Education. Ejournal de la recherche sur l'intervention en éducation physique et sport -eJRIEPS:22.
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Pik Lin Choi & Sylvia Yee Fan Tang. (2009) Teacher commitment trends: Cases of Hong Kong teachers from 1997 to 2007. Teaching and Teacher Education 25:5, pages 767-777.
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Janet H. ChrispeelsPeggy H. Burke, Peggy Johnson & Alan J. Daly. (2008) Aligning Mental Models of District and School Leadership Teams for Reform Coherence. Education and Urban Society 40:6, pages 730-750.
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Katja Vähäsantanen, Päivi Hökkä, Anneli Eteläpelto, Helena Rasku-Puttonen & Karen Littleton. (2008) Teachers’ Professional Identity Negotiations in Two Different Work Organisations. Vocations and Learning 1:2, pages 131-148.
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Linda Valli & Daria Buese. (2016) The Changing Roles of Teachers in an Era of High-Stakes Accountability. American Educational Research Journal 44:3, pages 519-558.
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Judith Warren Little. (2022) Inside Teacher Community: Representations of Classroom Practice. Teachers College Record: The Voice of Scholarship in Education 105:6, pages 913-945.
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Judith Warren Little. (2003) Inside Teacher Community: Representations of Classroom Practice. Teachers College Record: The Voice of Scholarship in Education 105:6, pages 913-945.
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