Citations (25)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (14)
Tal Carmi & Eran Tamir. (2023) Who Learns to Teach? Student-Teachers as Change Agents, Mentor-Teachers as Learners. European Journal of Teacher Education 46:4, pages 654-670.
Read now
Read now
Christa Evangelisto. (2023) Overcoming Obstacles and Finding Support for Teaching Critical Thinking in STEM. Journal of College Science Teaching 52:5, pages 44-50.
Read now
Read now
Roosa Yli-Pietilä, T. Soini, J. Pietarinen & K. Pyhältö. (2023) Profiles of teacher’s professional agency in the classroom across time. Scandinavian Journal of Educational Research 0:0, pages 1-15.
Read now
Read now
Katariina Räsänen, Janne Pietarinen, Pertti Väisänen, Kirsi Pyhältö & Tiina Soini. (2022) Experienced burnout and teacher–working environment fit: a comparison of teacher cohorts with or without persistent turnover intentions. Research Papers in Education 0:0, pages 1-24.
Read now
Read now
Liyuan E, Auli Toom, Jenni Sullanmaa, Janne Pietarinen, Tiina Soini & Kirsi Pyhältö. (2022) How does teachers’ professional agency in the classroom change in the professional transition from early career teachers to more experienced ones?. Learning: Research and Practice 8:2, pages 169-190.
Read now
Read now
Lais Oliveira Leite, Wooryeon Go & Sari Havu-Nuutinen. (2022) Exploring the Learning Process of Experienced Teachers Focused on Building Positive Interactions with Pupils. Scandinavian Journal of Educational Research 66:1, pages 28-42.
Read now
Read now
Timothy R. N. Murphy, Mary Masterson, Patricia Mannix-McNamara, Paddy Tally & Elaine McLaughlin. (2020) The being of a teacher: teacher pedagogical well-being and teacher self-care. Teachers and Teaching 26:7-8, pages 588-601.
Read now
Read now
May Britt Postholm. (2020) The complementarity of formative intervention research, action research and action learning. Educational Research 62:3, pages 324-339.
Read now
Read now
Øyvind Wiik Halvorsen, Liv Eide & Marit Ulvik. (2019) Extension and remodelling of teachers’ perceived professional space. Teachers and Teaching 25:8, pages 1030-1042.
Read now
Read now
Gonca Yangın Ekşi, Burçak Yılmaz Yakışık, Asuman Aşık, Fatima Nur Fişne, Dorota Werbińska & Lili Cavalheiro. (2019) Language teacher trainees’ sense of professional agency in practicum: cases from Turkey, Portugal and Poland. Teachers and Teaching 25:3, pages 279-300.
Read now
Read now
Kåre Hauge. (2019) Teachers’ collective professional development in school: A review study. Cogent Education 6:1.
Read now
Read now
Maria Erss. (2018) ‘Complete freedom to choose within limits’ – teachers’ views of curricular autonomy, agency and control in Estonia, Finland and Germany. The Curriculum Journal 29:2, pages 238-256.
Read now
Read now
May Britt Postholm. (2018) Teachers’ professional development in school: A review study. Cogent Education 5:1.
Read now
Read now
Janne Pietarinen, Kirsi Pyhältö & Tiina Soini. (2016) Teacher’s professional agency – a relational approach to teacher learning. Learning: Research and Practice 2:2, pages 112-129.
Read now
Read now
Articles from other publishers (11)
S.N. van den Boom-Muilenburg, C.L. Poortman, K. Schildkamp, S. de Vries & K. van Veen. (2023) Sustaining data use professional learning communities in schools: The role of leadership practices. Studies in Educational Evaluation 78, pages 101273.
Crossref
Crossref
Pihla Rautanen, Tiina Soini, Janne Pietarinen & Kirsi Pyhältö. (2022) Dynamics between perceived social support and study engagement among primary school students: A three-year longitudinal survey. Social Psychology of Education 25:6, pages 1481-1505.
Crossref
Crossref
Timothy R. N. Murphy & Mary Masterson. (2022) Teacher Learning Communities and Leadership: Insights from A DEIS Urban Second-Level School. Societies 12:4, pages 114.
Crossref
Crossref
Injeong Jo & Sojung Huh. 2022. Geography Teacher Education and Professionalization. Geography Teacher Education and Professionalization
291
304
.
Pihla Rautanen, Tiina Soini, Janne Pietarinen & Kirsi Pyhältö. (2020) Primary school students’ perceived social support in relation to study engagement. European Journal of Psychology of Education 36:3, pages 653-672.
Crossref
Crossref
Julian Burger, Henrik Bellhäuser & Margarete Imhof. (2021) Mentoring styles and novice teachers’ well-being: The role of basic need satisfaction. Teaching and Teacher Education 103, pages 103345.
Crossref
Crossref
May Britt Postholm. (2020) Premises and Promises for Expansive Learning in Teacher Education. Frontiers in Education 5.
Crossref
Crossref
Burçak Yılmaz Yakışık, Fatıma Nur Fişne & Gonca Yangın Ekşi. (2019) Sense of professional agency in ELT practicum: Comparison of Polish, Portuguese, and Turkish contexts. Dil ve Dilbilimi Çalışmaları Dergisi 15:4, pages 1317-1331.
Crossref
Crossref
Miao Pei & Hongzhi Yang. (2019) Developing teacher agency and self-regulation in a professional training program: a case study in a rural and ethnic minority area of China. Asia Pacific Education Review 20:4, pages 625-639.
Crossref
Crossref
Mollee Shultz, Patricio Herbst & Mary Schleppegrell. (2019) The expression of agency by graduate teaching assistants and professors in relation to their professional obligations. Linguistics and Education 52, pages 33-43.
Crossref
Crossref
Xiaolei Ruan & Xinmin Zheng. (2019) The rhetoric and the reality: Exploring the dynamics of professional agency in the identity commitment of a Chinese female teacher. Learning, Culture and Social Interaction 21, pages 348-361.
Crossref
Crossref