Citations (30)
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Wilson Hernández Varona. (2023) Sociopolitical Factors in Colombia Interweaving a Teacher Subjectivity. Journal of Latinos and Education 22:3, pages 964-976.
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Wahid Ahmad Dar. (2023) Neoliberal performativity in low-cost private schools: experiences from Kashmir. International Journal of Qualitative Studies in Education 0:0, pages 1-15.
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Eric King-Man Chong, Jun Hu, Hayes Hei-hang Tang, Eric Chi-Keung Cheng, Ian Davies, Yan-wing Leung & Steven Chung Fun Hung. (2022) Hong Kong secondary school teachers’ pedagogical approaches to controversial issues at a time of social and political turmoil. Teacher Development 26:1, pages 34-54.
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Siyi Wang & Glen A. Jones. (2021) Competing institutional logics of academic personnel system reforms in leading Chinese Universities. Journal of Higher Education Policy and Management 43:1, pages 49-66.
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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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Hans Englund, Magnus Frostenson & Kristina S. Beime. (2019) Performative Technology Intensity and Teacher Subjectivities. Scandinavian Journal of Educational Research 63:5, pages 725-743.
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Christiana Karousiou, Christina Hajisoteriou & Panayiotis Angelides. (2019) Teachers’ professional identity in super-diverse school settings: teachers as agents of intercultural education. Teachers and Teaching 25:2, pages 240-258.
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Mei Tian & Genshu Lu. (2017) What price the building of world-class universities? Academic pressure faced by young lecturers at a research-centered University in China. Teaching in Higher Education 22:8, pages 957-974.
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Tahani Al-Habsi, Saleh Al-Busaidi & Ali Al-Issa. (2021) Integrating technology in English language teaching through a community of practice in the Sultanate of Oman: implications for policy implementation. Educational Research for Policy and Practice 21:1, pages 43-68.
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Luciane Soares De Medeiros, Jandir Pauli & Shalimar Gallon. (2022) Neither Traditional, Nor Protean: Teacher Career in Entrepreneurial Faculties. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación 20:1.
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Dorothea Bowyer, Milissa Deitz, Anne Jamison, Chloe E. Taylor, Erika Gyengesi, Jaime Ross, Hollie Hammond, Anita Eseosa Ogbeide & Tinashe Dune. (2021) Academic mothers, professional identity and COVID‐19: Feminist reflections on career cycles, progression and practice. Gender, Work & Organization 29:1, pages 309-341.
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Wahid Ahmad Dar. (2021) Pedagogy for its own sake: teacher’s beliefs about activity-based learning in rural government schools of Kashmir. Quality Assurance in Education 29:2/3, pages 311-327.
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Stephanie L. Dodman, Katy Swalwell, Elizabeth K. DeMulder, Jenice L. View & Stacia M. Stribling. (2021) Critical data-driven decision making: A conceptual model of data use for equity. Teaching and Teacher Education 99, pages 103272.
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Hans Englund & Jonas Gerdin. (2019) Performative technologies and teacher subjectivities: A conceptual framework. British Educational Research Journal 45:3, pages 502-517.
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Hans Englund & Magnus Frostenson. (2017) Managing performance evaluation uncertainties in schools: When teachers become struggling performers. European Educational Research Journal 16:6, pages 885-906.
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Patrícia Maria Silva Gomes, Cátia Patrícia Pereira Ferreira, Ana Luísa Pereira & Paula Maria Fazendeiro Batista. (2013) A identidade profissional do professor: um estudo de revisão sistemática. Revista Brasileira de Educação Física e Esporte 27:2, pages 247-267.
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