Citations (14)
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Christina Gray, Geoffrey M. Lowe, Peter F. Prout & Sarah Jefferson. (2021) ‘Just like breathing’: A portrait of an 85-year-old veteran teacher. Teachers and Teaching 27:6, pages 571-586.
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Kashif Raza, Mohammad Manasreh, Mick King & Zohreh Eslami. (2021) Context specific leadership in English language program administration: what can we learn from the autoethnographies of leaders?. International Journal of Leadership in Education 0:0, pages 1-21.
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Carmen Carrillo & Maria Assunção Flores. (2018) Veteran teachers’ identity: what does the research literature tell us?. Cambridge Journal of Education 48:5, pages 639-656.
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Malcolm Thorburn. (2014) ‘It was the best of times, it was the …’: subject aims and professional identity from the perspective of one veteran male teacher of physical education in Scotland. Teachers and Teaching 20:4, pages 440-452.
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Malcolm Thorburn. (2011) “Still game”: an analysis of the life history and career disappointments of one veteran male teacher of physical education in Scotland. Educational Review 63:3, pages 329-343.
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Joanna McIntyre. (2010) Why they sat still: the ideas and values of long‐serving teachers in challenging inner‐city schools in England. Teachers and Teaching 16:5, pages 595-614.
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Ruth Leitch. (2010) Masks as self‐study. Challenging and sustaining teachers’ personal and professional personae in early–mid career life phases. Teachers and Teaching 16:3, pages 329-352.
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Freema Elbaz‐Luwisch. (2010) Writing and professional learning: the uses of autobiography in graduate studies in education. Teachers and Teaching 16:3, pages 307-327.
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Articles from other publishers (6)
Ann G. Wolf, Sven Auerswald, Annika Seinsche, Isabella Saul & Hannah Klocke. (2021) German student teachers’ decision process of becoming a teacher: The relationship among career exploration and decision-making self-efficacy, teacher motivation and early field experience. Teaching and Teacher Education 105, pages 103350.
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Christine Forde & Margery McMahonChristine Forde & Margery McMahon. 2019. Teacher Quality, Professional Learning and Policy. Teacher Quality, Professional Learning and Policy
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Christine Forde & Margery McMahonChristine Forde & Margery McMahon. 2019. Teacher Quality, Professional Learning and Policy. Teacher Quality, Professional Learning and Policy
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Charleen Chiong, Loic Menzies & Meenakshi Parameshwaran. (2017) Why do long-serving teachers stay in the teaching profession? Analysing the motivations of teachers with 10 or more years’ experience in England. British Educational Research Journal 43:6, pages 1083-1110.
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Ietje Veldman, Jan van Tartwijk, Mieke Brekelmans & Theo Wubbels. (2013) Job satisfaction and teacher–student relationships across the teaching career: Four case studies. Teaching and Teacher Education 32, pages 55-65.
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Doris A. Santoro & Lisa Morehouse. (2011) Teaching's Conscientious Objectors: Principled Leavers of High-Poverty Schools. Teachers College Record: The Voice of Scholarship in Education 113:12, pages 2670-2704.
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