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Teacher Development
An international journal of teachers' professional development
Volume 10, 2006 - Issue 1
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Original Articles

Changing teaching and learning relationships through collaborative action research: learning to ask different questions

Paula Harrington Portfields Combined School, Newport Pagnell, UKCorrespondence[email protected]
,
Katy Gillam Bradwell Village Middle School, Milton Keynes, UK
,
Jane Andrews Castlethorpe First School, Milton Keynes, UK
&
Christopher Day Nottingham University, UK
Pages 73-86 | Published online: 22 Aug 2006

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Andrew Lambirth, Ana Cabral & Roger McDonald. (2019) Transformational professional development: (re)claiming agency and change (in the margins). Teacher Development 23:3, pages 387-405.
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Andrew Lambirth & Ana Cabral. (2017) Issues of agency, discipline and criticality: an interplay of challenges involved in teachers engaging in research in a performative school context. Educational Action Research 25:4, pages 650-666.
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Markus Talvio, Kirsti Lonka, Erkki Komulainen, Marjo Kuusela & Taru Lintunen. (2015) The development of teachers’ responses to challenging situations during interaction training. Teacher Development 19:1, pages 97-115.
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Elsi Ahonen, Kirsi Pyhältö, Janne Pietarinen & Tiina Soini. (2014) Teachers’ professional beliefs about their roles and the pupils’ roles in the school. Teacher Development 18:2, pages 177-197.
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Moira Hulme, Vivienne Baumfield & Fran Payne. (2009) Building capacity through teacher enquiry: the Scottish Schools of Ambition. Journal of Education for Teaching 35:4, pages 409-424.
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Xavier Fazio & Wayne Melville. (2008) Science teacher development through collaborative action research. Teacher Development 12:3, pages 193-209.
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