Citations (28)
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Hakan Dursun, Ellen Claes & Orhan Agirdag. (2021) Diversity pedagogical content knowledge: a new conceptual framework and assessment across different teacher education programmes. Multicultural Education Review 13:4, pages 303-322.
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Geert Kelchtermans. (2017) ‘Should I stay or should I go?’: unpacking teacher attrition/retention as an educational issue. Teachers and Teaching 23:8, pages 961-977.
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Eleni Theodorou, Stavroula Philippou & Stavroula Kontovourki. (2017) Caught between worlds of expertise: Elementary teachers amidst official curriculum development processes in Cyprus. Curriculum Inquiry 47:2, pages 217-240.
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Terri Bourke & Jennifer Carter. (2016) “There’s nothing standard about standards”: exploring tensions between two standards documents in higher education. Journal of Geography in Higher Education 40:3, pages 409-424.
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Terri Bourke & John Lidstone. (2015) What is Plan B? Using Foucault's archaeology to enhance policy analysis. Discourse: Studies in the Cultural Politics of Education 36:6, pages 833-853.
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Maarten Simons. (2015) Governing education without reform: the power of the example. Discourse: Studies in the Cultural Politics of Education 36:5, pages 712-731.
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Stavroula Philippou, Stavroula Kontovourki & Eleni Theodorou. (2014) Can autonomy be imposed? Examining teacher (re)positioning during the ongoing curriculum change in Cyprus. Journal of Curriculum Studies 46:5, pages 611-633.
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Daphnee Lee & Wing On Lee. (2013) A Professional Learning Community for the New Teacher Professionalism: The Case of a State-Led Initiative in Singapore Schools. British Journal of Educational Studies 61:4, pages 435-451.
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Déirdre Ní Chróinín, Mary O'Sullivan & Roland Tormey. (2013) Teacher educators' perspectives on the implementation of beginning teacher standards for physical education in Ireland: developing and regulating the profession?. European Journal of Teacher Education 36:3, pages 261-278.
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PaulF. Conway. (2013) Cultural Flashpoint: The Politics of Teacher Education Reform in Ireland. The Educational Forum 77:1, pages 51-72.
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Sølvi Mausethagen & Lise Granlund. (2012) Contested discourses of teacher professionalism: current tensions between education policy and teachers’ union. Journal of Education Policy 27:6, pages 815-833.
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Amélia Lopes & Fátima Pereira. (2012) Everyday life and everyday learning: the ways in which pre-service teacher education curriculum can encourage personal dimensions of teacher identity. European Journal of Teacher Education 35:1, pages 17-38.
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Articles from other publishers (16)
Xi Zhan & Min Cao. (2023) Contextual imperatives for effective shared instructional leadership: a fuzzy-set qualitative comparative analysis. Journal of Educational Administration 61:2, pages 144-161.
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Branka Cattonar & Vincent Dupriez. (2019) Recomposition des professionnalités et de la division du travail enseignant en situation d’obligation de rendre des comptes. Le cas des professionnels de l’éducation en Belgique francophone. Éducation et sociétés n° 43:1, pages 25-39.
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Terri Bourke, Mary Ryan & Margaret Lloyd. (2016) The discursive positioning of graduating teachers in accreditation of teacher education programs. Teaching and Teacher Education 53, pages 1-9.
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Theresa Bourke, Mary Ryan & John Lidstone. (2012) Reclaiming professionalism for geography education: Defending our own territory. Teaching and Teacher Education 28:7, pages 990-998.
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Isabel Rots, Geert Kelchtermans & Antonia Aelterman. (2012) Learning (not) to become a teacher: A qualitative analysis of the job entrance issue. Teaching and Teacher Education 28:1, pages 1-10.
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D. Ní Chróinín, R. Tormey & M. O’ Sullivan. (2012) Beginning teacher standards for physical education: Promoting a democratic ideal?. Teaching and Teacher Education 28:1, pages 78-88.
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