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Meghan Comstock & Jason Margolis. (2023) The case of the model classroom: cognition and authenticity in teacher professional development. Professional Development in Education 0:0, pages 1-17.
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Emmajane Milton & Alexandra Morgan. (2023) Enquiry as a way of being: a practical framework to support leaders in both embracing the complexity of and creating the conditions for meaningful professional learning. Professional Development in Education 49:6, pages 1072-1086.
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Larisa Beskorovaynaya, Natalia Makovetska, Volodymyr Naumchuk, Anna Sydoruk & Valeriy Panchenko. (2023) Model of Professional Training of Future Specialists in Tourism in Higher Education Institutions of Ukraine. Journal of Hospitality & Tourism Education 35:4, pages 366-378.
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Sarah Porcenaluk, Art O’Neachtain & Cornelia Connolly. (2023) Reimagining a framework for teachers’ continuous professional development during curriculum reform. Irish Educational Studies 42:4, pages 931-948.
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Gerry Czerniawski, Ainat Guberman, Ann MacPhail & Eline Vanassche. (2023) Identifying school-based teacher educators’ professional learning needs: an international survey. European Journal of Teacher Education 0:0, pages 1-16.
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Alison L. Milner & Antonia Scholkmann. (2023) Future teachers for future societies: transforming teacher professionalism through problem-based professional learning and development. Professional Development in Education 49:4, pages 739-751.
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Ngee Derk Tiong. (2023) Negotiating frame disputes in teacher discourse: vignettes of accountability and opportunities for learning. Professional Development in Education 49:4, pages 765-780.
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Evra M. Baldinger. (2023) Teacher learning for transformation: a framework. Professional Development in Education 49:4, pages 620-633.
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Mark Boylan, Gill Adams, Emily Perry & Josephine Booth. (2023) Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review. Professional Development in Education 49:4, pages 651-669.
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Mary F. Rice, Mariana Castañon & Annette Fiedler. (2023) Tears from stone: relational being and doing in instructional coaching work. Professional Development in Education 49:4, pages 586-599.
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Samuel Amponsah, Ernest Ampadu & Michael Thomas. (2023) Professional development among in-service teachers: motivational factors, pathways and coping strategies. Educational Review 75:4, pages 703-718.
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Fatlume Berisha, Eda Vula, Rachel Gisewhite & Hannah McDuffie. (2023) The effectiveness and challenges implementing a formative assessment professional development program. Teacher Development 0:0, pages 1-25.
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Melissa K. Smith, Li Wen, Yan Wang, Jing Wang, Xiaoli Yang & Zhao Wang. (2023) ‘We felt transformed’: a mentoring program for university English teachers in China. Teacher Development 27:3, pages 374-393.
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Ewan Ingleby. (2023) The focus on achieving results and the consequences for teachers in schools in England. PRACTICE 5:1, pages 53-67.
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Eric Maleyrot. (2023) Understanding continuing professional development in work situations: the case of supernumerary teachers in French primary schools. Professional Development in Education 49:1, pages 91-107.
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Jeffrey Carpenter, Tania Tani, Scott Morrison & Julie Keane. (2022) Exploring the landscape of educator professional activity on Twitter: an analysis of 16 education-related Twitter hashtags. Professional Development in Education 48:5, pages 784-805.
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Jenny Byrne & Amanda Norman. (2022) A transformative model of continuing professional development in a day nursery: practitioners’ perspectives on the implementation of symbolic gesturing. Professional Development in Education 48:5, pages 847-860.
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Martin Compton & Sally Alsford. (2022) Prestige, power, practice, and professional development: exploring transnational teachers’ experiences of a UK-based lecturer development course. International Journal for Academic Development 0:0, pages 1-14.
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Christopher N Blundell. (2022) A scoping review of design thinking in school-based teacher professional learning and development. Professional Development in Education 0:0, pages 1-16.
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Joanne O’Flaherty & Orla Mccormack. (2022) Values education: the understanding of values across Irish educational legislation, policies and curriculum. Teachers and Teaching 28:7, pages 773-795.
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Bairbre Kennedy. (2022) Towards an organic model of collaborative practice in a post-primary school setting – insights from a teaching and learning group (T&L Club). Irish Educational Studies 41:4, pages 631-647.
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Orit Avidov-Ungar & Dina Tsybulsky. (2022) Teachers in leadership positions: Experiences of professional career development. International Journal of Leadership in Education 25:4, pages 567-585.
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Suliman Abdullah Binmohsen & Ian Abrahams. (2022) Science teachers’ continuing professional development: online vs face-to-face. Research in Science & Technological Education 40:3, pages 291-319.
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James Noonan. (2022) ‘Regard me’: a case study of learner engagement and the satisfaction of basic needs in continuing professional development. Professional Development in Education 0:0, pages 1-15.
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Anne Lodge, Mel Duffy & Maria Feeney. (2022) ‘I think it depends on who you have, I was lucky I had a teacher who felt comfortable telling all this stuff’. Teacher comfortability: key to high-quality sexuality education?. Irish Educational Studies 0:0, pages 1-18.
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Gary Beauchamp, Sammy Chapman, Angelica Risquez, Susan Becaas, Cheryl Ellis, Michaël Empsen, Fiona Farr, Laüra Hoskins, Wouter Hustinx, Liam Murray, Steven Palmaers, Sinead Spain, Natalia Timus, Melanie White, Shona Whyte & Nick Young. (2022) Moving beyond the formal: developing significant networks and conversations in higher education: reflections from an interdisciplinary European project team. Teaching in Higher Education 0:0, pages 1-17.
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Patricia Eadie, Hannah Stark, Pamela Snow, Lisa Gold, Amy Watts, Beth Shingles, Francesca Orsini, Judy Connell & Sharon Goldfeld. (2022) Teacher Talk in Early Years Classrooms following an Oral Language and Literacy Professional Learning Program. Journal of Research on Educational Effectiveness 15:2, pages 302-329.
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Tish Balfe & Órla Ní Bhroin. (2022) A university supported social constructivist model of professional development. Professional Development in Education 48:2, pages 254-272.
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Aoife Brennan & Fiona King. (2022) Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice. Cambridge Journal of Education 52:2, pages 175-193.
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Fiona King & Eimear Holland. (2022) A transformative professional learning meta-model to support leadership learning and growth of early career teachers. International Journal of Leadership in Education 0:0, pages 1-25.
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Benjamin Luke Moorhouse & Kevin M. Wong. (2022) The COVID-19 Pandemic as a catalyst for teacher pedagogical and technological innovation and development: Teachers’ perspectives. Asia Pacific Journal of Education 42:sup1, pages 105-120.
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Fiona O’Riordan, Íde O’Sullivan, Mary Fitzpatrick, Margaret Keane, Claire McAvinia & Angelica Risquez. (2022) Structured professional development for academic developers: A collaborative approach. Innovations in Education and Teaching International 59:1, pages 4-14.
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Anne Mette Færøyvik Karlsen. (2022) Investigating teacher learning in Lesson Study: the important link between reported observations and change of plans. Professional Development in Education 48:1, pages 53-69.
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Andrew Lambirth, Ana Cabral, Roger McDonald, Chris Philpott, Ashley Brett & Adewale Magaji. (2021) Teacher-led professional development through a model of action research, collaboration and facilitation. Professional Development in Education 47:5, pages 815-833.
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Kyriaki Makopoulou, Ross D. Neville, Nikos Ntoumanis & Gary Thomas. (2021) An investigation into the effects of short-course professional development on teachers’ and teaching assistants’ self-efficacy. Professional Development in Education 47:5, pages 780-795.
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Lars Bjørke, Øyvind Førland Standal & Kjersti Mordal Moen. (2021) ‘While we may lead a horse to water we cannot make him drink’: three physical education teachers’ professional growth through and beyond a prolonged participatory action research project. Sport, Education and Society 26:8, pages 889-902.
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Diane Dalby. (2021) Professional learning through collaborative research in mathematics. Professional Development in Education 47:4, pages 710-724.
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Mirja Tarnanen, Emma Kostiainen, Vili Kaukonen, Anne Martin & Teppo Toikka. (2021) Towards a learning community: understanding teachers’ mental models to support their professional development and learning. Professional Development in Education 0:0, pages 1-15.
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Ying Zhang & Shuiyun Liu. (2021) Re-professionalisation or de-professionalisation: how do Chinese high school teachers respond to the new professionalism?. Professional Development in Education 0:0, pages 1-17.
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Cathy Burnett & Mike Coldwell. (2021) Randomised controlled trials and the interventionisation of education. Oxford Review of Education 47:4, pages 423-438.
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Kerry-Jane Moakes. (2021) 2-Curious: jarring representations of the two-year-old in transformative continuous professional development (CPD). Professional Development in Education 47:2-3, pages 449-462.
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Karin Rönnerman & Anette Olin. (2021) Practice changing practices: influences of Master’s programme practice on school practices. Professional Development in Education 0:0, pages 1-17.
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Alandeom W. Oliveira, Adam Oliver Brown, Marissa L. Carroll, Elizabeth Blenkarn, Bradley Austin & Tiffany Bretzlaff. (2021) Developing undergraduate student oral science communication through video reflection. International Journal of Science Education, Part B 11:2, pages 143-154.
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Mary Mendenhall, Jihae Cha, Danielle Falk, Charlotte Bergin & Lauren Bowden. (2021) Teachers as agents of change: positive discipline for inclusive classrooms in Kakuma refugee camp. International Journal of Inclusive Education 25:2, pages 147-165.
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Benjamin Luke Moorhouse, Jonathan Lee & Simon Herd. (2021) Providing remote school-based professional support to teachers during school closures caused by the COVID-19 pandemic. Learning: Research and Practice 7:1, pages 5-19.
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Julia Wieneke & Gary Spruce. (2021) Tales of change: effective professional development in the light of educational systems reforms in Austria and England. Arts Education Policy Review 122:1, pages 4-18.
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Karen Huchting & Jill Bickett. (2021) The need for career-long professional learning for social justice leaders in affluent school contexts. Professional Development in Education 47:1, pages 50-62.
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Adrijana Višnjić Jevtić & Antonija Halavuk. (2021) Early childhood teachers and burn-out syndrome – perception of Croatian teachers. Early Years 41:1, pages 36-47.
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Trudy Ambler, Ian Solomonides, Andrew Smallridge, Trish McCluskey & Lyn Hannah. (2020) Professional learning for academics teaching first-year undergraduate students. Professional Development in Education 46:5, pages 845-857.
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Nikolett Szelei, Luís Tinoca & Ana Sofia Pinho. (2020) Professional development for cultural diversity: the challenges of teacher learning in context. Professional Development in Education 46:5, pages 780-796.
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Tina Štemberger. (2020) The teacher career cycle and initial motivation: the case of Slovenian secondary school teachers. Teacher Development 24:5, pages 709-726.
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Smadar Donitsa-Schmidt & Ruth Zuzovsky. (2020) The effect of formal, nonformal and informal learning on teachers’ promotion to middle leadership roles in schools. International Journal of Leadership in Education 23:4, pages 371-387.
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Maria Spilker, Fleur Prinsen & Marco Kalz. (2020) Valuing technology-enhanced academic conferences for continuing professional development. A systematic literature review. Professional Development in Education 46:3, pages 482-499.
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Venitha Pillay. (2020) Jika iMfundo: a South African study of ‘turning education around’ through improved curriculum coverage. Professional Development in Education 46:2, pages 229-244.
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Hilary Johnson & Ruby Yee. (2020) Perceptions of Frontline Staff to Training and Communication Tools to Support Adults with Intellectual Disabilities to Report Abuse and Neglect: “Something to Work with”. Research and Practice in Intellectual and Developmental Disabilities 7:1, pages 75-86.
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Anja Swennen. (2019) The need to discuss complex concepts: transformation. Professional Development in Education 45:5, pages 713-716.
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Charlotte V. Eley, Vicki L. Young, Catherine V. Hayes & Cliodna A. M. McNulty. (2019) Evaluation of an e-Learning platform for educators to improve education around infection prevention and antibiotics. Technology, Pedagogy and Education 28:5, pages 485-501.
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Ruth Zuzovsky, Smadar Donitsa-Schmidt, Ricardo Trumper, Khalid Arar & Judith Barak. (2019) Post-qualification Master’s level studies in Israel teacher colleges: a transmissive or a transformative model of professional development?. Professional Development in Education 45:4, pages 670-683.
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Melissa Glackin. (2019) ‘It’s more than a prop’: Professional development session strategies as sources of teachers’ self-efficacy and motivation to teach outside the classroom. Professional Development in Education 45:3, pages 372-389.
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Achilleas Kostoulas, Sonja Babić, Christiana Glettler, Andrea Karner, Sarah Mercer & Eva Seidl. (2019) Lost in research: educators’ attitudes towards research and professional development. Teacher Development 23:3, pages 307-324.
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Mary McAteer & Victoria Grinyer. (2019) Changing attitudes to mathematics in primary school teachers in England. PRACTICE 1:2, pages 133-150.
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Katrina McChesney & Jill M. Aldridge. (2019) A review of practitioner-led evaluation of teacher professional development. Professional Development in Education 45:2, pages 307-324.
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Bongani D. Bantwini. (2019) Developing a culture of collaboration and learning among natural science teachers as a continuous professional development approach in a province in South Africa. Teacher Development 23:2, pages 213-232.
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Ewan Ingleby, Barbara Wilford & Clive Hedges. (2019) Teaching with technology and higher education: a brave new world?. PRACTICE 1:1, pages 73-87.
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Yvonne Bain, Kevin Brosnan & Aileen McGuigan. (2019) Transforming practice, transforming practitioners: reflections on the TQFE in Scotland. Research in Post-Compulsory Education 24:1, pages 83-101.
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Adeola Folasade Akinyemi, Symphorosa Rembe, Jenny Shumba & Toyin Mary Adewumi. (2019) Collaboration and mutual support as processes established by communities of practice to improve continuing professional teachers’ development in high schools. Cogent Education 6:1.
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Kåre Hauge. (2019) Teachers’ collective professional development in school: A review study. Cogent Education 6:1.
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John Trevitt Scott & Ann Cheryl Armstrong. (2019) Disrupting the deficit discourse: reframing metaphors for professional learning in the context of appreciative inquiry. Professional Development in Education 45:1, pages 114-124.
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Jeanne K. Keay, Nicola Carse & Mike Jess. (2019) Understanding teachers as complex professional learners. Professional Development in Education 45:1, pages 125-137.
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Sitti Maesuri Patahuddin & Tracy Logan. (2019) Facebook as a mechanism for informal teacher professional learning in Indonesia. Teacher Development 23:1, pages 101-120.
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Fiona King, Orla Ní Bhroin & Anita Prunty. (2018) Professional learning and the individual education plan process: implications for teacher educators. Professional Development in Education 44:5, pages 607-621.
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Anne O’ Dwyer. (2018) An Insight Into How a Constructivist Professional Development Program Can Influence Practice in Six High School Chemistry Classrooms. Journal of Science Teacher Education 29:5, pages 353-377.
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Athanasios Gregoriadis, Maria Papandreou & Maria Birbili. (2018) Continuing professional development in the Greek early childhood education system. Early Years 38:3, pages 271-285.
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Mark Boylan & Sean Demack. (2018) Innovation, evaluation design and typologies of professional learning. Educational Research 60:3, pages 336-356.
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Kim Dunleavy, Julia Chevan, Antoinette P. Sander, Jean Damascene Gasherebuka & Monika Mann. (2018) Application of a contextual instructional framework in a continuing professional development training program for physiotherapists in Rwanda. Disability and Rehabilitation 40:13, pages 1600-1608.
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Brenda Dunn, Catriona McDonald & Dorothy Johnson. (2018) Evidence of quality professional development: a study in childhood practice. Professional Development in Education 44:3, pages 397-411.
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Orit Avidov-Ungar & Roni Reingold. (2018) Israeli Ministry of Education’s district managers’ and superintendents’ role as educational leaders—implementing the new policy for teachers’ professional development. International Journal of Leadership in Education 21:3, pages 293-309.
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Anja Swennen. (2018) Brave research as more than just professional development. Professional Development in Education 44:2, pages 141-144.
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Annemarieke Hoekstra, Jeff Kuntz & Paul Newton. (2018) Professional learning of instructors in vocational and professional education. Professional Development in Education 44:2, pages 237-253.
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Aoibhinn Ni Shuilleabhain & Aidan Seery. (2018) Enacting curriculum reform through lesson study: a case study of mathematics teacher learning. Professional Development in Education 44:2, pages 222-236.
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Cathal de Paor & Timothy R. N. Murphy. (2018) Teachers’ views on research as a model of CPD: implications for policy. European Journal of Teacher Education 41:2, pages 169-186.
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Gerry Czerniawski, Donald Gray, Ann MacPhail, Yvonne Bain, Paul Conway & Ainat Guberman. (2018) The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland. Journal of Education for Teaching 44:2, pages 133-148.
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Grace Yue Qi & Yuping Wang. (2018) Investigating the building of a WeChat-based community of practice for language teachers’ professional development. Innovation in Language Learning and Teaching 12:1, pages 72-88.
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Catherine Lloyd & Samantha Jones. (2018) Researching the sector from within: the experience of establishing a research group within an FE college. Research in Post-Compulsory Education 23:1, pages 75-93.
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Margaret Lloyd & James P. Davis. (2018) Beyond performativity: a pragmatic model of teacher professional learning. Professional Development in Education 44:1, pages 92-106.
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Mark Boylan, Mike Coldwell, Bronwen Maxwell & Julie Jordan. (2018) Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice. Professional Development in Education 44:1, pages 120-139.
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Subitha G. V.. (2018) Re-conceptualizing teachers’ continuous professional development within a new paradigm of change in the Indian context: an analysis of literature and policy documents. Professional Development in Education 44:1, pages 76-91.
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Paul Spencer, Susan Harrop, Judith Thomas & Tim Cain. (2018) The professional development needs of early career teachers, and the extent to which they are met: a survey of teachers in England. Professional Development in Education 44:1, pages 33-46.
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Ewan Ingleby. (2018) Early years educators’ perceptions of professional development in England: an exploratory study of policy and practice. Professional Development in Education 44:1, pages 22-32.
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Hanne Tack, Martin Valcke, Isabel Rots, Katrien Struyven & Ruben Vanderlinde. (2018) Uncovering a hidden professional agenda for teacher educators: A mixed method study on Flemish teacher educators and their professional development. European Journal of Teacher Education 41:1, pages 86-104.
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Robert E. White, Karyn Cooper & Anwar Ahmed. (2017) Canadian contexts in educational leadership: a hermeneutic approach to distributed leadership for teachers’ professional learning. International Journal of Leadership in Education 20:6, pages 682-696.
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Mercedes González-Sanmamed, Albert Sangrà & Pablo-César Muñoz-Carril. (2017) We can, we know how. But do we want to? Teaching attitudes towards ICT based on the level of technology integration in schools. Technology, Pedagogy and Education 26:5, pages 633-647.
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Adeola Folasade Akinyemi & Symphorosa Rembe. (2017) Challenges Encountered by Communities of Practice in Enhancing Continuing Professional Teachers Development in High Schools. The Anthropologist 30:1, pages 8-16.
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Ivana Visković & Adrijana Višnjić Jevtić. (2017) Development of professional teacher competences for cooperation with parents. Early Child Development and Care 187:10, pages 1569-1582.
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Luke Rodesiler. (2017) For Teachers, by Teachers: An Exploration of Teacher-Generated Online Professional Development. Journal of Digital Learning in Teacher Education 33:4, pages 138-147.
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Eldridge van Niekerk & Hélène Muller. (2017) Staff perceptions of professional development and empowerment as long-term leadership tasks of school principals in South African schools: an exploratory study. Africa Education Review 14:3-4, pages 93-110.
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Andrew Miller, Stephen Harvey, David Morley, Roland Nemes, Maggie Janes & Narelle Eather. (2017) Exposing athletes to playing form activity: outcomes of a randomised control trial among community netball teams using a game-centred approach. Journal of Sports Sciences 35:18, pages 1846-1857.
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Mike Jess, Nollaig McEvilly & Nicola Carse. (2017) Moving primary physical education forward: start at the beginning. Education 3-13 45:5, pages 645-657.
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Lorraine Thomas & Dave Trotman. (2017) Supporting police community support officers to become effective school link officers: key stakeholder perceptions of a pilot professional development programme. Professional Development in Education 43:4, pages 497-513.
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Marguerite Jones & Jennifer Charteris. (2017) Transformative professional learning: an ecological approach to agency through critical reflection. Reflective Practice 18:4, pages 496-513.
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Jennifer Charteris, Dianne Smardon, Ruth Foulkes & Sue Bewley. (2017) Heterarchical coaching for continuing teacher professional learning and development: a transversal analysis of agency. International Journal of Qualitative Studies in Education 30:6, pages 546-559.
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Helena Pedrosa-de-Jesus, Cecília Guerra & Mike Watts. (2017) University teachers’ self-reflection on their academic growth. Professional Development in Education 43:3, pages 454-473.
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Karla Brücknerová & Petr Novotný. (2017) Intergenerational learning among teachers: overt and covert forms of continuing professional development. Professional Development in Education 43:3, pages 397-415.
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Nils Kirsten & Wieland Wermke. (2017) Governing teachers by professional development: state programmes for continuing professional development in Sweden since 1991. Journal of Curriculum Studies 49:3, pages 391-411.
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Rena Upitis, Philip C. Abrami, Julia Brook, Karen Boese & Matthew King. (2017) Characteristics of independent music teachers. Music Education Research 19:2, pages 169-194.
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Julie Bowe & Jennifer Gore. (2017) Reassembling teacher professional development: the case for Quality Teaching Rounds. Teachers and Teaching 23:3, pages 352-366.
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Zita Lysaght & Michael O’Leary. (2017) Scaling up, writ small: using an assessment for learning audit instrument to stimulate site-based professional development, one school at a time. Assessment in Education: Principles, Policy & Practice 24:2, pages 271-289.
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Marcel Van der Klink, Quinta Kools, Gilada Avissar, Simone White & Tetsuhito Sakata. (2017) Professional development of teacher educators: what do they do? Findings from an explorative international study. Professional Development in Education 43:2, pages 163-178.
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Fay Turner, Simon Brownhill & Elaine Wilson. (2017) The transfer of content knowledge in a cascade model of professional development. Teacher Development 21:2, pages 175-191.
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Vicky Plows. (2017) Reworking or reaffirming practice? Perceptions of professional learning in alternative and flexible education settings. Teaching Education 28:1, pages 72-87.
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Jason Margolis, Rebecca Durbin & Anne Doring. (2017) The missing link in teacher professional development: student presence. Professional Development in Education 43:1, pages 23-35.
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Phil Taylor. (2017) Learning about professional growth through listening to teachers. Professional Development in Education 43:1, pages 87-105.
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Margaret Mackay. (2017) Professional development seen as employment capital. Professional Development in Education 43:1, pages 140-155.
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Gerry Czerniawski, Ainat Guberman & Ann MacPhail. (2017) The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis. European Journal of Teacher Education 40:1, pages 127-140.
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Deirdre Torrance & Christine Forde. (2017) Redefining what it means to be a teacher through professional standards: implications for continuing teacher education. European Journal of Teacher Education 40:1, pages 110-126.
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Harry Kipkemoi Bett. (2016) The cascade model of teachers’ continuing professional development in Kenya: A time for change?. Cogent Education 3:1.
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Ioanna Papavassiliou-Alexiou & Christina Zourna. (2016) Teachers’ professional competences: what has Drama in Education to offer? An empirical study in Greece. Professional Development in Education 42:5, pages 767-786.
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Andrea Kubalíková & Adrian Kacian. (2016) Twenty-five years of continuing professional development of teachers in the post-communist era in Slovakia: the story of paths not taken. Professional Development in Education 42:5, pages 836-853.
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Glen Speering. (2016) Professional development programmes for teachers in the Northern Territory of Australia: enablers and inhibiters for success in two aspirant leadership programmes. Professional Development in Education 42:5, pages 732-751.
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Daniel G. Krutka, Jeffrey P. Carpenter & Torrey Trust. (2016) Elements of Engagement: A Model of Teacher Interactions via Professional Learning Networks. Journal of Digital Learning in Teacher Education 32:4, pages 150-158.
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Fadime Yalçınkaya Çalışkan & Emrah Acar. (2016) An exploratory analysis of continuing professional development perspectives of Turkish architects according to career stages. Architectural Engineering and Design Management 12:5, pages 381-406.
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Jennifer Charteris. (2016) Dialogic feedback as divergent assessment for learning: an ecological approach to teacher professional development. Critical Studies in Education 57:3, pages 277-295.
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Selcuk Dogan, Rose Pringle & Jennifer Mesa. (2016) The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review. Professional Development in Education 42:4, pages 569-588.
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Elizabeth J. Done, Mike Murphy & Helen Knowler. (2016) University-based professional learning for women teachers and the ‘to care’ or ‘to lead’ dilemma. Professional Development in Education 42:4, pages 610-627.
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Tony Loughland & Hoa Thi Mai Nguyen. (2016) Using the instructional core to implement a professional learning programme for primary science teachers in Australia: teacher learning and student skill outcomes. Teacher Development 20:4, pages 498-520.
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Fiona King. (2016) Teacher professional development to support teacher professional learning: Systemic Factors from Irish case studies. Teacher Development 20:4, pages 574-594.
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Jane McNeill, Graham Butt & Andy Armstrong. (2016) Developing collaborative approaches to enhance the professional development of primary mathematics teachers. Education 3-13 44:4, pages 426-441.
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David Westgate & Maureen Hughes. (2016) Speaking and listening in the primary curriculum: some themes and their impact. Education 3-13 44:4, pages 478-495.
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Alethea de Villiers. (2016) The role of context in the efficacy of professional development in the Creative Arts. Muziki 13:2, pages 67-79.
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Cathal de Paor. (2016) The impact of school-based continuing professional development: views of teachers and support professionals. Irish Educational Studies 35:3, pages 289-306.
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Carol A. Mullen. (2016) Alternative Mentoring Types. Kappa Delta Pi Record 52:3, pages 132-136.
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Christine Clayton & Jim Kilbane. (2016) Learning in tandem: professional development for teachers and students as inquirers. Professional Development in Education 42:3, pages 458-481.
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Margarida Morais Marques, Maria João Loureiro & Luís Marques. (2016) The dynamics of an online community of practice involving teachers and researchers. Professional Development in Education 42:2, pages 235-257.
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Michael A. Owens, Ben Pogodzinski & William E. Hill. (2016) Job-embedded professional development policy in Michigan: can it be successful?. Professional Development in Education 42:2, pages 201-217.
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Lorraine Thomas. (2016) Aspirations for a master’s-level teaching profession in England. Professional Development in Education 42:2, pages 218-234.
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Girmaw Abebe Akalu. (2016) Interrogating the continuing professional development policy framework in Ethiopia: a critical discourse analysis. Professional Development in Education 42:2, pages 179-200.
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Jeffrey Paul Carpenter. (2016) Unconference professional development: Edcamp participant perceptions and motivations for attendance. Professional Development in Education 42:1, pages 78-99.
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Christine Forde, Margery Anne McMahon, Gillian Hamilton & Rosa Murray. (2016) Rethinking professional standards to promote professional learning. Professional Development in Education 42:1, pages 19-35.
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Sandra M. Linder, Kellye Rembert, Amber Simpson & M. Deanna Ramey. (2016) A mixed-methods investigation of early childhood professional development for providers and recipients in the United States. Professional Development in Education 42:1, pages 123-149.
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Ken Edge, Ruth Reynolds & Mitch O’Toole. (2015) Contextual complexity: The professional learning experiences of seven classroom teachers when engaged in “quality teaching”. Cogent Education 2:1.
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Anwar Ahmed. (2015) Teacher professional learning in online communities: toward existentially reflective practice. Reflective Practice 16:6, pages 806-820.
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David Westgate & Maureen Hughes. (2015) Speaking and listening across the primary curriculum: an entry to improved learning and a focus for CPD. Education 3-13 43:5, pages 565-578.
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Alexander Gröschner, Tina Seidel, Katharina Kiemer & Ann-Kathrin Pehmer. (2015) Through the lens of teacher professional development components: the ‘Dialogic Video Cycle’ as an innovative program to foster classroom dialogue. Professional Development in Education 41:4, pages 729-756.
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Phillip A. Towndrow & Wan Fareed. (2015) Innovation Configuration mapping as a professional development tool: the case of one-to-one laptop computing. Teacher Development 19:3, pages 402-420.
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Dorothy J McMillan & Barbara McConnell. (2015) Strategies, systems and services: a Northern Ireland early years policy perspective. International Journal of Early Years Education 23:3, pages 245-257.
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Deirdre Torrance. (2015) Professional learning for distributed leadership: primary headteachers’ perspectives. Professional Development in Education 41:3, pages 487-507.
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Tracey Carlyon. (2015) Teacher transition between year levels in primary schools: an opportunity for continuing professional development. Professional Development in Education 41:3, pages 563-578.
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Jennifer Sumsion, Joanne Lunn Brownlee, Sharon Ryan, Kerryann Walsh, Ann Farrell, Susan Irvine, Gerry Mulhearn & Donna Berthelsen. (2015) Evaluative decision-making for high-quality professional development: cultivating an evaluative stance. Professional Development in Education 41:2, pages 419-432.
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Wendy Jolliffe. (2015) Learning to learn together: cooperation, theory and practice. Education 3-13 43:1, pages 1-4.
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Wendy Jolliffe. (2015) Bridging the gap: teachers cooperating together to implement cooperative learning. Education 3-13 43:1, pages 70-82.
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Karin Rönnerman, Christine Edwards-Groves & Peter Grootenboer. (2015) Opening up communicative spaces for discussion ‘quality practices’ in early childhood education through middle leadership. Nordic Journal of Studies in Educational Policy 2015:3.
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Cathal de Paor. (2015) The use of demonstration lessons to support curriculum implementation: invitation or intrusion?. Professional Development in Education 41:1, pages 96-108.
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Aileen Kennedy. (2014) Understanding continuing professional development: the need for theory to impact on policy and practice. Professional Development in Education 40:5, pages 688-697.
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Rebecca Lowenhaupt, Sarah McKinney & Todd Reeves. (2014) Coaching in context: the role of relationships in the work of three literacy coaches. Professional Development in Education 40:5, pages 740-757.
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Chrysanthi Kadji-Beltran, Aravella Zachariou, Georgia Liarakou & Evgenia Flogaitis. (2014) Mentoring as a strategy for empowering Education for Sustainable Development in schools. Professional Development in Education 40:5, pages 717-739.
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Jane Jones. (2014) Student teachers developing a critical understanding of formative assessment in the modern foreign languages classroom on an initial teacher education course. The Language Learning Journal 42:3, pages 275-288.
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Jan Hardman & Norhaslynda A-Rahman. (2014) Teachers and the implementation of a new English curriculum in Malaysia. Language, Culture and Curriculum 27:3, pages 260-277.
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Ian Abrahams, Michael J. Reiss & Rachael Sharpe. (2014) The impact of the ‘Getting Practical: Improving Practical Work in Science’ continuing professional development programme on teachers’ ideas and practice in science practical work. Research in Science & Technological Education 32:3, pages 263-280.
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Sue Swaffield. (2014) Models of professional learning and the global imperative of professional development in education. Professional Development in Education 40:3, pages 331-335.
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Muriel Wells. (2014) Elements of effective and sustainable professional learning. Professional Development in Education 40:3, pages 488-504.
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Greg Smith. (2014) An innovative model of professional development to enhance the teaching and learning of primary science in Irish schools. Professional Development in Education 40:3, pages 467-487.
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Susan Herbert & Marcia Rainford. (2014) Developing a model for continuous professional development by action research. Professional Development in Education 40:2, pages 243-264.
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Ken Jones & Jim O’Brien. (2014) Forty years on … and accelerating. Professional Development in Education 40:1, pages 1-8.
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Jose Maria G. Gonzalez, Jose Luis Arquero Montaño & Trevor Hassall. (2014) The change towards a teaching methodology based on competences: a case study in a Spanish university. Research Papers in Education 29:1, pages 111-130.
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Pauline Sangster, Kelly Stone & Charles Anderson. (2013) Transformative professional learning: embedding critical literacies in the classroom. Professional Development in Education 39:5, pages 615-637.
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Jennifer Charteris & Dianne Smardon. (2013) Second look – second think: a fresh look at video to support dialogic feedback in peer coaching. Professional Development in Education 39:2, pages 168-185.
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Karen Turner & Shirley Simon. (2013) In what ways does studying at M-level contribute to teachers' professional learning? Research set in an English university. Professional Development in Education 39:1, pages 6-22.
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Jo Harris, Lorraine Cale & Hayley Musson. (2012) The predicament of primary physical education: a consequence of ‘insufficient’ ITT and ‘ineffective’ CPD?. Physical Education and Sport Pedagogy 17:4, pages 367-381.
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Frances Murphy & Michael O'Leary. (2012) Supporting primary teachers to teach physical education: continuing the journey. Irish Educational Studies 31:3, pages 297-310.
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Kay Livingston. (2012) Approaches to professional development of teachers in Scotland: pedagogical innovation or financial necessity?. Educational Research 54:2, pages 161-172.
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Julie Dunn & Madonna Stinson. (2011) Not without the art!! The importance of teacher artistry when applying drama as pedagogy for additional language learning. Research in Drama Education: The Journal of Applied Theatre and Performance 16:4, pages 617-633.
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Imran Anjum Chaudary. (2011) A new vision of professional development for tertiary teachers in Pakistan. Professional Development in Education 37:4, pages 633-637.
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Terence Kirkwood & Jan Rae. (2011) A framework for evaluating qualitative changes in learners' experience and engagement: developing communicative English teaching and learning in Bangladesh. Evaluation & Research in Education 24:3, pages 203-216.
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Tony Lawson. (2011) Sustained classroom observation: what does it reveal about changing teaching practices?. Journal of Further and Higher Education 35:3, pages 317-337.
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Mike Coldwell & Tim Simkins. (2011) Level models of continuing professional development evaluation: a grounded review and critique. Professional Development in Education 37:1, pages 143-157.
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Aileen Kennedy. (2011) Collaborative continuing professional development (CPD) for teachers in Scotland: aspirations, opportunities and barriers. European Journal of Teacher Education 34:1, pages 25-41.
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Dan Davies. (2010) What's changed? Issues of impact and evaluation in primary science professional development. Professional Development in Education 36:3, pages 511-523.
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Linet Arthur, Harriet Marland, Amanda Pill & Tony Rea. (2010) School culture and postgraduate professional development: delineating the ‘Enabling School’. Professional Development in Education 36:3, pages 471-489.
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Ann MacDonald Grieve & Brian Peter McGinley. (2010) Enhancing professionalism? Teachers’ voices on continuing professional development in Scotland. Teaching Education 21:2, pages 171-184.
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Louise Hayward & Ernest Spencer. (2010) The complexities of change: formative assessment in Scotland. The Curriculum Journal 21:2, pages 161-177.
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Deb McGregor, Barbara Hooker, David Wise & Linda Devlin. (2010) Supporting professional learning through teacher educator enquiries: an ethnographic insight into developing understandings and changing identities. Professional Development in Education 36:1-2, pages 169-195.
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Tünde Varga‐Atkins, Anne Qualter & Mark O’Brien. (2009) School professionals’ attitudes to professional development in a networked context: developing the model of ‘believers, seekers and sceptics’. Professional Development in Education 35:3, pages 321-340.
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Helen Dixon & Mavis Haigh. (2009) Changing mathematics teachers’ conceptions of assessment and feedback. Teacher Development 13:2, pages 173-186.
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Madonna Stinson. (2009) ‘Drama is like reversing everything’: intervention research as teacher professional development. Research in Drama Education: The Journal of Applied Theatre and Performance 14:2, pages 225-243.
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Zoè Williamson & Gillian Robinson. (2009) ‘Challenge’, ‘freedom’, ‘change’: an emerging language of activism from Chartered Teachers?. Professional Development in Education 35:1, pages 43-61.
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Sylvia Yee Fan Tang & Pik Lin Choi. (2009) Teachers' professional lives and continuing professional development in changing times. Educational Review 61:1, pages 1-18.
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Young Mudavanhu & Nicholas Zezekwa. (2009) Pre-service and In-service Secondary Science Teachers' Perceptions of Mentoring Practices in Zimbabwe. African Journal of Research in Mathematics, Science and Technology Education 13:2, pages 64-80.
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Aileen Kennedy, Donald Christie, Christine Fraser, Lesley Reid, Stephen McKinney, Mary Welsh, Alastair Wilson & Morwenna Griffiths. (2008) KEY INFORMANTS’ PERSPECTIVES ON TEACHER LEARNING IN SCOTLAND. British Journal of Educational Studies 56:4, pages 400-419.
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Bill Lee & Catherine Cassell. (2008) In‐service learning in the emergent learning representative initiative in New Zealand. Journal of In-Service Education 34:4, pages 497-512.
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PatriciaT. Eaton & R. Elaine Carbone. (2008) Asking those who know: a collaborative approach to continuing professional development. Teacher Development 12:3, pages 261-270.
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Christine Harrison, Avi Hofstein, Bat‐Sheva Eylon & Shirley Simon. (2008) Evidence‐Based Professional Development of Science Teachers in Two Countries. International Journal of Science Education 30:5, pages 577-591.
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Ann Rae & Jim O'Brien. (2007) Information and communications technologies and teacher professional learning policy and practice in Scotland: some primary school perspectives. Journal of In-Service Education 33:4, pages 425-441.
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Bryn Holmes, John Gardner & Despina Galanouli. (2007) Striking the right chord and sustaining successful professional development in information and communications technologies. Journal of In-Service Education 33:4, pages 389-404.
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Peter Elfer & Katy Dearnley. (2007) Nurseries and emotional well‐being: evaluating an emotionally containing model of professional development. Early Years 27:3, pages 267-279.
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Mavis Haigh & Helen Dixon. (2007) ‘Why am I doing these things?’: engaging in classroom‐based inquiry around formative assessment. Journal of In-Service Education 33:3, pages 359-376.
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Christine Fraser, Aileen Kennedy, Lesley Reid & Stephen Mckinney. (2007) Teachers’ continuing professional development: contested concepts, understandings and models. Journal of In-Service Education 33:2, pages 153-169.
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Graham Connelly & Margery McMahon. (2007) Chartered Teacher: accrediting professionalism for Scotland's teachers—a view from the inside. Journal of In-Service Education 33:1, pages 91-105.
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Malcolm Thorburn. (2006) The loneliness of the long‐distance Scottish physical education teacher: how to provide effective in‐service for experienced teachers’ implementing new curricula. Journal of In-Service Education 32:3, pages 359-373.
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Sylvia Yee Fan Tang, May May Hung Cheng & Winnie Wing Mui So. (2006) Supporting Student Teachers' Professional Learning with Standards‐Referenced Assessment. Asia-Pacific Journal of Teacher Education 34:2, pages 223-244.
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