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Teacher Development
An international journal of teachers' professional development
Volume 22, 2018 - Issue 2
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Original Articles

Teacher researchers creating communities of research practice by the use of a professional development approach

Mona HolmqvistFaculty of Education and Society, Malmö University, Malmö, SwedenCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-8734-1224
ORCID Icon,
Heléne BergentoftFaculty of Education, University of Gothenburg, Gothenburg, Sweden
&
Per SelinFaculty of Education, University of Gothenburg, Gothenburg, Sweden
Pages 191-209 | Received 22 Oct 2015, Accepted 02 Aug 2017, Published online: 07 Nov 2017

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Anna Hajizadeh, Saeedeh Mohammadi & Mohammad Reza Khodadust. (2023) Perceptions of conducting academic ELT research: the case of Iranian graduate-level students. Research in Post-Compulsory Education 28:1, pages 123-148.
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M. Wallengren-Lynch, H. L. Chen, H. Muurinen, E. Segev, K. Hollertz, A. R. Bengtsson, R. Thomas & M. B. Carrasco. (2022) Is there a shared social work signature pedagogy cross-nationally? Using a case study methodology to explore signature pedagogy in England, Israel, Finland, Spain and Sweden. European Journal of Social Work 25:2, pages 316-328.
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Dong-min Lee. (2020) A phenomenological study of the meaning of geography teacher-researcher identities. International Research in Geographical and Environmental Education 29:1, pages 23-39.
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Masoud Rahimi & Hiwa Weisi. (2018) The impact of research practice on professional teaching practice: Exploring EFL teachers’ perception. Cogent Education 5:1.
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