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Solrun Samnøy, Eirik Sørnes Jenssen, Miranda Thurston, Bente Wold & Hege Eikeland Tjomsland. (2023) Enhancing Teachers’ Emotional Awareness Through Continuing Professional Development: Mission Possible?. Scandinavian Journal of Educational Research 67:6, pages 886-899.
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A. Cohen-Zamir & D. Vedder-Weiss. (2023) Blame avoidance and facework in teachers` collaborative decision-making. Teachers and Teaching 0:0, pages 1-17.
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Peter Churchward & Jill Willis. (2023) Early career teachers and the always becoming horizon of quality teaching. Teachers and Teaching 29:1, pages 1-19.
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Joanna Lim, Letitia Fickel & Janinka Greenwood. (2022) Meaningful teacher accountability through professional inquiry: A narrative interpretation of one teacher’s experience. Asia-Pacific Journal of Teacher Education 50:2, pages 202-214.
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Joanna Lim, Letitia Fickel & Janinka Greenwood. (2022) Mapping the landscape of professional inquiry as a form of teacher learning in New Zealand: a narrative inquiry into one teacher’s experience. Professional Development in Education 48:1, pages 120-133.
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Julia Wieneke & Gary Spruce. (2021) Tales of change: effective professional development in the light of educational systems reforms in Austria and England. Arts Education Policy Review 122:1, pages 4-18.
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Magnus Frostenson & Hans Englund. (2020) Teachers, performative techniques and professional values: how performativity becomes humanistic through interplay mechanisms. Cambridge Journal of Education 50:6, pages 695-710.
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João Lopes & Célia Oliveira. (2020) Teacher and school determinants of teacher job satisfaction: a multilevel analysis. School Effectiveness and School Improvement 31:4, pages 641-659.
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Craig Skerritt. (2019) Irish migrant teachers’ experiences and perceptions of autonomy and accountability in the English education system. Research Papers in Education 34:5, pages 569-596.
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Okseon Lee, Euichang Choi, Mark Griffiths, Victoria Goodyear, Kathleen Armour, Hyukjun Son & Hyunsoo Jung. (2019) Landscape of secondary physical education teachers’ professional development in South Korea. Sport, Education and Society 24:6, pages 597-610.
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Christopher Pierce Brown & Natalie Babiak Weber. (2019) Bringing being into professional development: a qualitative investigation into teachers’ struggles moving beyond an epistemological framing of teaching and learning. Early Child Development and Care 189:5, pages 763-776.
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Articles from other publishers (13)
Kimberley A. MacNeil, Deborah L. Butler & Leyton M. Schnellert. (2021) From accountability to shared responsibility: A case study of a multi-layered educational change initiative. Journal of Educational Change 24:2, pages 213-241.
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Javier Molina-Pérez & Cristina Pulido-Montes. (2021) COVID-19 y Digitalización “Improvisada” en Educación Secundaria: Tensiones Emocionales e Identidad Profesional Cuestionada. Revista Internacional de Educación para la Justicia Social 10:1, pages 181-196.
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Javier Molina-Pérez & Julián Luengo. (2020) Reconstrucciones “Resilientes” de la Identidad Profesional del Profesorado: Endoprivatización y Cultura Performativa en Andalucía (España). REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación 18:2, pages 57.
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Linda Clarke & Paul McFlynn. (2019) All Animals Learn, but Only Humans Teach: The Professional Place of Teacher Educators. Education Sciences 9:3, pages 192.
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Mary Isobelle Mullaney. (2019) Valuing Teachers in the Irish Context: Lessons from London. International Journal of Information and Education Technology 9:10, pages 689-698.
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Mark Boylan, Gill Adams, Mike Coldwell, Ben Willis & Sean Demack. (2018) Theorising variation in engagement in professional and curriculum development: performativity, capital, systems and purpose. Review of Education 6:3, pages 360-407.
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