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Setlhomo Koloi-Keaikitse & Anne Traynor. (2023) Discrepancies between teachers’ self-reported perceived skills and use of classroom assessment practices: The case of Botswana. Cogent Education 10:2.
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Loredana Perla, Laura Sara Agrati, Viviana Vinci & Patrizia Soleti. (2023) Teacher appraisal system and professional learning. Insights from Italian school principals’ and teachers’ views on multiple sources of data and indicators. Professional Development in Education 49:6, pages 1183-1196.
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Melissa Warr & Punya Mishra. (2023) Learning to see complexity: teachers designing amidst indeterminacy. Professional Development in Education 49:6, pages 1036-1052.
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Emmajane Milton & Alexandra Morgan. (2023) Enquiry as a way of being: a practical framework to support leaders in both embracing the complexity of and creating the conditions for meaningful professional learning. Professional Development in Education 49:6, pages 1072-1086.
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Okseon Lee, Mark Griffiths, Victoria Goodyear, Hyunsoo Jung, Hyukjun Son, Unjong Lee & Euichang Choi. (2023) Influence of a professional development programme on the life skills teaching practices of secondary PE teachers. Sport, Education and Society 28:8, pages 901-914.
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Smadar Ben-Asher & Gabriela Spector-Mersel. (2023) Growth and pain in life-story reflection of students in helping professions. Teaching in Higher Education 28:7, pages 1534-1550.
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Niina Salonen & Sari Havu-Nuutinen. (2023) Emerging professional identities: motivations for choosing early education as a minor subject in Finland. Journal of Early Childhood Teacher Education 44:4, pages 684-702.
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Sandra O’Neill, Córa Gillic & Nicola O’Reilly. (2023) Hungry for more: early childhood educators’ perspectives on STEM education, teaching and professional development. Irish Educational Studies 42:4, pages 971-993.
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D Lynch, L Peddell, H McGuigan, R Willis, T Yeigh & T Marcoionni. (2023) School leader perception of control and professional learning decision-making influences. Professional Development in Education 0:0, pages 1-15.
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Khalid Mohammed Idris. (2023) Tensions of Embedding Reflective Teaching Practices in Teacher Education in Eritrea: A Self-Study on Facilitation Experiences. Studying Teacher Education 19:3, pages 251-270.
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Anat Abramovich & Hadas-Shelly Huber. (2023) Personal reflective diaries with group-friendly criticism: empowering pre-service teachers. Teacher Development 0:0, pages 1-19.
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Alan Gorman & Kathy Hall. (2023) Exploring the impact of an online learning community to support student teachers on school placement. European Journal of Teacher Education 0:0, pages 1-17.
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Bo Qin, Gang Zhu, Chen Cheng, Pedro Membiela, Juanjo Mena & Jinfei Zhu. (2023) Leveraging third space amid Chinese and Spanish student teachers’ teaching practicums: a transformative learning perspective. Professional Development in Education 49:4, pages 670-692.
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Lena Cataldo-Schwarzl, Orly Haim & Eva Vetter. (2023) Investigating the role of plurilingual pre-service language teachers’ psychological landscape in their learning-to-teach process. Language, Culture and Curriculum 36:3, pages 361-383.
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Laura Ketonen, Minna Körkkö & Sanni Pöysä. (2023) Authentic assessment as a support for student teachers’ reflection. European Journal of Teacher Education 0:0, pages 1-22.
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Anna Rytivaara, Jonna Pulkkinen & Iines Palmu. (2023) Learning about students in co-teaching teams. International Journal of Inclusive Education 27:7, pages 803-818.
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Ge Wei, Hung-Ying Lee & Chi-Yang Chung. (2023) Developing pre-service teachers’ practical knowledge through formative interventions. Journal of Education for Teaching 49:3, pages 384-400.
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Jenny Marttila, Ruben Fukkink & Maarit Silvén. (2023) Early childhood education professionals’ mentalization: a pilot study. Early Years 0:0, pages 1-18.
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Lara K.T. Smetana & Ali Kushki. (2023) Confronting, investigating, and learning from professional identity tensions. European Journal of Teacher Education 0:0, pages 1-19.
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Anniina Kettunen, Erkki T. Lassila, Sonja Lutovac & Minna Uitto. (2023) Becoming a safe adult for pupils: emotions as part of first-year student teachers’ narrative identities told with photographs. European Journal of Teacher Education 0:0, pages 1-18.
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Guillaume Escalié, Sébastien Chaliès, Pascal Legrain & Sylvie Moussay. (2023) A developmental research-based teacher education: designing and implementing a new program for preservice teachers in France. Teaching Education 34:2, pages 194-208.
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Thi Diem Hang Khong, Eisuke Saito, Ian Hardy & Robyn Gillies. (2023) Teacher learning through dialogue with colleagues, self and students. Educational Research 65:2, pages 170-188.
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Dewa Wardak, Elaine Huber & Sandris Zeivots. (2023) Towards a conceptual framework of professional development: a phenomenographic study of academics’ mindsets in a business school. International Journal for Academic Development 0:0, pages 1-16.
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Orit Avidov-Ungar. (2023) The professional learning expectations of teachers in different professional development periods. Professional Development in Education 49:1, pages 123-134.
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Ellen Larsen & Jeanne Maree Allen. (2023) Circumventing erosion of professional learner identity development among beginning teachers. Teaching Education 34:1, pages 78-94.
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Jitske A. de Vries, Andria Dimosthenous, Kim Schildkamp & Adrie J. Visscher. (2023) The impact of an assessment for learning teacher professional development program on students’ metacognition. School Effectiveness and School Improvement 34:1, pages 109-129.
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Asqar Pourhassan & Mostafa Nazari. (2023) Teachers learn to use critical incidents as a professional development tool in teaching young English learners. Innovation in Language Learning and Teaching 17:1, pages 32-46.
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Yuqiao Luo, H. Tack, M. Valcke, Huang Zuo & R. Vanderlinde. (2022) Unpacking the rural-urban gap of teacher involvement in inquiry-based working: the roles of school research culture and infrastructure. Professional Development in Education 0:0, pages 1-18.
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Marleen W. Ottenhoff-de Jonge, Yvonne Steinert, Iris van der Hoeven, Anneke W. M. Kramer & Roeland M. van der Rijst. (2022) How learning-centred beliefs relate to awareness of educational identity and mission: An exploratory study among medical educators. Medical Teacher 44:12, pages 1354-1361.
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Floor Binkhorst, Cindy Poortman, Susan McKenney & Wouter van Joolingen. (2022) Leadership in teacher design teams for professional development: research synthesis and applications for coaches. Irish Educational Studies 0:0, pages 1-21.
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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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Katariina Stenberg & Katriina Maaranen. (2022) Promoting practical wisdom in teacher education: a qualitative descriptive study. European Journal of Teacher Education 45:5, pages 617-633.
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Flávia Vieira, Sandie Mourão, Ana Isabel Andrade, Mário Cruz, José Reis-Jorge, Carolyn Leslie, Maria Isabel Orega, Ana Sofia Pinho, Elisabete Mendes Silva & Ana Raquel Simões. (2022) Primary English teacher education in Portugal: an exploratory study. European Journal of Teacher Education 0:0, pages 1-20.
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Francesca Caena & Riina Vuorikari. (2022) Teacher learning and innovative professional development through the lens of the Personal, Social and Learning to Learn European key competence. European Journal of Teacher Education 45:4, pages 456-475.
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Khalid Mohammed Idris, Samson Eskender, Amanuel Yosief & Berhane Demoz. (2022) Learning to teach self-study in improving data management practices of student-teachers during an action research course. Education Inquiry 13:3, pages 304-320.
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Jodi Nickel & Stacy Crosby. (2022) Professional identity values and tensions for early career teachers. Teaching Education 33:3, pages 317-331.
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Lesley G.A. de Putter - Smits, Nienke M Nieveen, Ruurd Taconis & Wim Jochems. (2022) A one-year teacher professional development programme towards context-based science education using a concerns-based approach. Professional Development in Education 48:3, pages 523-539.
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Ai-Chu Elisha Ding, Krista Glazewski & Faridah Pawan. (2022) Language teachers and multimodal instructional reflections during video-based online learning tasks. Technology, Pedagogy and Education 31:3, pages 293-312.
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Jawad Golzar, Mir Abdullah Miri & Mostafa Nazari. (2022) English language teacher professional identity aesthetic depiction: an arts-based study from Afghanistan. Professional Development in Education 0:0, pages 1-21.
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Stella Laletas, Christine Grove, Umesh Sharma, Thomas OToole & Mervi Kaukko. (2022) Breaking down the walls of the ‘Ivory Tower’: critical reflections on how co-teaching partnerships can bridge the gap between inclusive education theory and practice. Teachers and Teaching 28:4, pages 475-495.
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Sarika Kewalramani, Megan Adams & Rebecca Cooper. (2022) STEM professional learning: supports and tensions with the Kingdom of Saudi Arabian teachers’ immersion experiences in Australian schools. Teachers and Teaching 28:4, pages 398-419.
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James Noonan. (2022) ‘Regard me’: a case study of learner engagement and the satisfaction of basic needs in continuing professional development. Professional Development in Education 0:0, pages 1-15.
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Deborah L. Schussler & Lynne Bercaw. (2022) Peering through a Looking Glass: Deconstructing Teacher Candidate Assumptions Using Dispositions. The Teacher Educator 57:2, pages 113-135.
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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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Rupert Knight & Stefanie Sullivan. (2022) Developing a framework for initial teacher education: route map or reflective tool?. Journal of Education for Teaching 48:2, pages 146-158.
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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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Anne Pellikka, Sonja Lutovac & Raimo Kaasila. (2022) The change in pre-service primary teachers’ possible selves in relation to science teaching. European Journal of Teacher Education 45:1, pages 43-59.
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Kenan Dikilitaş & Irem Comoglu. (2022) Pre-service English teachers’ reflective engagement with stories of exploratory action research. European Journal of Teacher Education 45:1, pages 26-42.
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Doreen Mizzi. (2021) Supporting science teachers teaching outside specialism: teachers’ views of a professional development programme. European Journal of Teacher Education 44:5, pages 706-725.
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Shuanghong Jenny Niu, Hannele Niemi, Vilhelmiina Harju & Leila Pehkonen. (2021) Finnish student teachers’ perceptions of their development of 21st-century competencies. Journal of Education for Teaching 47:5, pages 638-653.
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Connie Cirkony, Mark Rickinson, Lucas Walsh, Jo Gleeson, Mandy Salisbury, Blake Cutler, Mandi Berry & Kathy Smith. (2021) Beyond effective approaches: A rapid review response to designing professional learning. Professional Development in Education 0:0, pages 1-22.
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Jennifer Waber, Gerda Hagenauer, Tina Hascher & Lea de Zordo. (2021) Emotions in social interactions in pre-service teachers’ team practica. Teachers and Teaching 27:6, pages 520-541.
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Chad M. Gotch, Marcus I. Poppen, José E. Razo & Sheri Modderman. (2021) Examination of teacher formative assessment self-efficacy development across a professional learning experience. Teacher Development 25:4, pages 534-548.
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Tara Barnhart & Victor Vega. (2021) Induction Coaches’ experiences with video-augmented coaching in a video club model. Professional Development in Education 0:0, pages 1-14.
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Cathy Burnett & Mike Coldwell. (2021) Randomised controlled trials and the interventionisation of education. Oxford Review of Education 47:4, pages 423-438.
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Kuki Singh & Julia Mueller. (2021) Taking a nuanced view of the role of teacher feedback in the elementary classroom. Teachers and Teaching 27:1-4, pages 95-115.
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Kym Simoncini, Barbara Pamphilon & Hilary Smith. (2021) Learning from teachers like us: using video to move beyond ‘secret knowledge’ in Papua New Guinea elementary teacher professional development. Teachers and Teaching 27:1-4, pages 48-63.
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Gerbert Sipman, Rob Martens, Jürg Thölke & Susan McKenney. (2021) Exploring teacher awareness of intuition and how it affects classroom practices: conceptual and pragmatic dimensions. Professional Development in Education 0:0, pages 1-14.
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Aino Laari, Suvi Lakkala & Satu Uusiautti. (2021) ‘For the whole grade’s common good and based on the student’s own current situation’: differentiated teaching and the choice of methods among Finnish teachers. Early Child Development and Care 191:4, pages 598-611.
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Minna Körkkö. (2021) Towards Meaningful Reflection and a Holistic Approach: Creating a Reflection Framework in Teacher Education. Scandinavian Journal of Educational Research 65:2, pages 258-275.
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Heather Howell & Jamie N. Mikeska. (2021) Approximations of practice as a framework for understanding authenticity in simulations of teaching. Journal of Research on Technology in Education 53:1, pages 8-20.
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Mostafa Nazari & Parastoo Alizadeh Oghyanous. (2021) Exploring the role of experience in L2 teachers’ turnover intentions/occupational stress and psychological well-being/grit: A mixed methods study. Cogent Education 8:1.
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Orit Avidov-Ungar & Osnat Herscu. (2020) Formal professional development as perceived by teachers in different professional life periods. Professional Development in Education 46:5, pages 833-844.
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Marta Abelha, Paulo Jesus, Sandra Fernandes, Ana Sílvia Albuquerque & Angélica Vidal. (2020) Teacher Performance Appraisal as a Formative Experience: A Case Study in Two Teachers’ Training Schools in Benguela, Angola. Africa Education Review 17:5, pages 132-156.
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Samuel Ouma Oyoo & Nkopodi Nkopodi. (2020) Towards a policy on teacher use of language during science teaching and learning in South Africa. Social Dynamics 46:3, pages 471-492.
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Lauri Heikonen, Janne Pietarinen, Auli Toom, Tiina Soini & Kirsi Pyhältö. (2020) The development of student teachers’ sense of professional agency in the classroom during teacher education. Learning: Research and Practice 6:2, pages 114-136.
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Isabel Hopwood-Stephens. (2020) The role of an expansive workplace in the schoolwide adoption of a new assessment framework in English primary schools. Teacher Development 24:3, pages 384-398.
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Katriina Maaranen & Katariina Stenberg. (2020) Making beliefs explicit – student teachers’ identity development through personal practical theories. Journal of Education for Teaching 46:3, pages 336-350.
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Peter Mesker, Hartger Wassink & Cok Bakker. (2020) How everyday classroom experiences in an international teaching internship raise student teachers’ awareness of their subjective educational theories. Teacher Development 24:2, pages 204-222.
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Zeynep Isik-Ercan. (2020) ‘You have 25 kids playing around!’: learning to implement inquiry-based science learning in an urban second-grade classroom. International Journal of Science Education 42:3, pages 329-349.
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Andrea Ruffinelli, Silvana de la Hoz & Carolina Álvarez. (2020) Practicum tutorials in initial teacher training: conditions, strategies, and effects of reflective practice. Reflective Practice 21:1, pages 54-67.
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Xin Zheng, Jia Zhang & Wenlan Wang. (2019) Teacher learning as boundary crossing: a case study of Master Teacher Studios in China. Teachers and Teaching 25:7, pages 837-854.
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Tim Huijgen, Paul Holthuis, Carla van Boxtel & Wim van de Grift. (2019) Promoting historical contextualisation in classrooms: an observational study. Educational Studies 45:4, pages 456-479.
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Isabel Hopwood-Stephens & Kendra McMahon. (2019) Reaching in-service primary teachers with research innovations: the role of dissemination events in stimulating download activity. European Journal of Teacher Education 42:3, pages 297-314.
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Jórunn Elídóttir. (2019) The magic, the life, the others: how can the imaginative dimension in reflective practice be used with student teachers? A learning experience through a self-study. Reflective Practice 20:2, pages 160-174.
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Jeanne K. Keay, Nicola Carse & Mike Jess. (2019) Understanding teachers as complex professional learners. Professional Development in Education 45:1, pages 125-137.
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Glenda Anthony, Roberta Hunter & Jodie Hunter. (2018) Challenging teachers’ perceptions of student capability through professional development: a telling case. Professional Development in Education 44:5, pages 650-662.
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Ai-Chu Ding & Hsiou-huai Wang. (2018) Unpacking teacher candidates’ decision-making and justifications in dilemmatic spaces during the student teaching year. Asia-Pacific Journal of Teacher Education 46:3, pages 221-238.
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Paul G. Fitchett, Christopher J. McCarthy, Richard G. Lambert & Lauren Boyle. (2018) An examination of US first-year teachers’ risk for occupational stress: associations with professional preparation and occupational health. Teachers and Teaching 24:2, pages 99-118.
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