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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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Christiana Karousiou, Maria Vrikki & Maria Evagorou. (2022) Teachers’ positioning and sense of professionalism over the implementation of cultural literacy as a dialogic and argumentative practice. Professional Development in Education 0:0, pages 1-17.
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Elena Anastasiou & Christina Hajisoteriou. (2022) Enhancing inclusion through the collective activity of collaboration: a cultural historical activity theory perspective. Research Papers in Education 37:2, pages 275-301.
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Eseta Tualaulelei & Christine Halse. (2021) A scoping study of in-service teacher professional development for inter/multicultural education and teaching culturally and linguistically diverse students. Professional Development in Education 0:0, pages 1-15.
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Sotiria Pappa & Päivi Hökkä. (2021) Emotion Regulation and Identity Negotiation: A Short Story Analysis of Finnish Language Teachers’ Emotional Experiences Teaching Pupils of Immigrant Background. The Teacher Educator 56:1, pages 61-82.
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Nikolett Szelei, Luís Tinoca & Ana Sofia Pinho. (2020) Professional development for cultural diversity: the challenges of teacher learning in context. Professional Development in Education 46:5, pages 780-796.
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Nasser Mansour. (2020) The dissonance between scientific evidence, diversity and dialogic pedagogy in the science classroom. International Journal of Science Education 42:2, pages 190-217.
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Elizabeth A. C. Rushton, Emma Rawlings Smith, Sarah Steadman & Emma Towers. (2023) Understanding teacher identity in teachers' professional lives: A systematic review of the literature. Review of Education 11:2.
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Eseta Tualaulelei & Christine Halse. (2022) Why interculturalism does not always translate into action: Insights from teachers in an Australian primary school. The Australian Educational Researcher 50:3, pages 747-762.
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Charles F. Webber, Joan M. Conway & C. P. van der Vyver. 2023. Teacher Leadership in International Contexts. Teacher Leadership in International Contexts
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Rui Maio, Sofia Guichard & Joana Cadima. (2022) In what conditions are intercultural practices implemented in disadvantaged and diverse settings in Portugal? Associations with professional and organization-related variables. Social Psychology of Education 25:2-3, pages 509-534.
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Anat Freund, Amit Zriker & Zehava Sapir. (2021) Optimal educational climate among students at risk: the role of teachers’ work attitudes. European Journal of Psychology of Education 37:1, pages 207-226.
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Aliza Segal. (2022) When the student is the ‘problem’ and the teacher is not the solution: Teacher professional identity in an era of accountability and personalized instruction. Learning, Culture and Social Interaction 32, pages 100597.
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Tara Ratnam. 2021. Understanding Excessive Teacher and Faculty Entitlement. Understanding Excessive Teacher and Faculty Entitlement
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Huaruo Chen, Fan Liu, Liman Pang, Fei Liu, Tingting Fang, Ya Wen, Shi Chen, Zhiyao Xie, Xuehui Zhang, Yihong Zhao & Xueying Gu. (2020) Are You Tired of Working amid the Pandemic? The Role of Professional Identity and Job Satisfaction against Job Burnout. International Journal of Environmental Research and Public Health 17:24, pages 9188.
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María Concepción Domínguez Garrido, Adiela Ruiz-Cabezas, María Castañar Medina Domínguez, María Cecilia Loor Dueñas, Eufrasio Pérez Navío & Antonio Medina Rivilla. (2020) Teachers’ Training in the Intercultural Dialogue and Understanding: Focusing on the Education for a Sustainable Development. Sustainability 12:23, pages 9934.
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Yusuf F. Zakariya, K. Bjørkestøl & H.K. Nilsen. (2020) Teacher job satisfaction across 38 countries and economies: An alignment optimization approach to a cross-cultural mean comparison. International Journal of Educational Research 101, pages 101573.
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Andrés Escarbajal-Frutos, Tomás Izquierdo-Rus, Inmaculada Aznar-Díaz & María Pilar Cáceres-Reche. (2019) Intercultural and Community Schools. Learning to Live together. Sustainability 11:13, pages 3734.
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