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Research in Post-Compulsory Education Volume 18, 2013 - Issue 3
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Review Article

‘Practitioner learning’ not ‘professional learning’: towards a non-technocratic model of autonomous development for post-compulsory sector teachers

J. DerrickFaculty of Policy and Society, Institute of Education, University of London, London, UK.Correspondence[email protected]
Pages 269-279 | Received 07 Jun 2012, Accepted 26 Oct 2012, Published online: 05 Sep 2013

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Darryl Dymock & Mark Tyler. (2018) Towards a more systematic approach to continuing professional development in vocational education and training. Studies in Continuing Education 40:2, pages 198-211.
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Articles from other publishers (1)

Jonathan Willis. (2018) Restrictive physical interventions and teacher professionalism: a discussion. British Journal of Special Education 45:2, pages 172-191.
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