Citations (12)
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Read on this site (5)
Ye He & Dawn Bagwell. (2023) Collaborative Learning through Online Professional Development. The Teacher Educator 58:1, pages 15-28.
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Kevin Proudfoot. (2022) Introjected Regulation in Teachers’ Professional Development Motivations. Teachers and Teaching 28:8, pages 1021-1034.
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Fatma A. Altintug & Emre Debreli. (2022) A study of literacy teaching in state primary schools of Northern Cyprus: literally critical?. International Journal of Inclusive Education 26:6, pages 592-608.
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Wayne Melville, Ian Hardy & Matt Roy. (2019) Struggling to ‘see the big picture’: professional learning, policy and precarious employment. Teacher Development 23:4, pages 407-424.
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Laia Viladot, Caroline Hilton, Albert Casals, Jo Saunders, Carmen Carrillo, Jennie Henley, Cristina González-Martín, Montserrat Prat & Graham Welch. (2018) The integration of music and mathematics education in Catalonia and England: perspectives on theory and practice. Music Education Research 20:1, pages 71-82.
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Articles from other publishers (7)
Ellen Abakah, Jacqueline Widin & Edward Kwabena Ameyaw. (2022) Continuing Professional Development (CPD) Practices Among Basic School Teachers in the Central Region of Ghana. SAGE Open 12:2, pages 215824402210945.
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Carolyn Blume. (2020) German Teachers’ Digital Habitus and Their Pandemic Pedagogy. Postdigital Science and Education 2:3, pages 879-905.
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Carmel PattersonCarmel Patterson. 2019. Enacted Personal Professional Learning. Enacted Personal Professional Learning
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Karim Hamza, Jesús Piqueras, Per-Olof Wickman & Marcus Angelin. (2017) Who Owns the Content and Who Runs the Risk? Dynamics of Teacher Change in Teacher–Researcher Collaboration. Research in Science Education 48:5, pages 963-987.
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Ian Hardy & Wayne Melville. (2018) The activation of epistemological resources in epistemic communities: District educators’ professional learning as policy enactment. Teaching and Teacher Education 71, pages 159-167.
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Steven James Kurowski. 2018. English Education in Oman. English Education in Oman
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Timothy R.N. Murphy & Cathal de Paor. (2017) Teachers' CPD and sectoral interests: Opportunities for convergence and divergence. Teaching and Teacher Education 66, pages 242-249.
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