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Eisuke Saito, Mohammad Akshir Ab Kadir & Christine Grove. (2023) The opportunities afforded by offshore teaching to faculty members: Strengthening confidence in core qualities. Reflective Practice 24:2, pages 251-263.
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Gustavo González-Calvo, Valeria Varea & J. Eduardo Sierra-Nieto. (2023) Exploring educational interactions in a pandemic situation through comics: an approach to the Spanish context. Education 3-13 0:0, pages 1-20.
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Eisuke Saito. (2022) Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion. Professional Development in Education 0:0, pages 1-13.
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Sarika Kewalramani, Megan Adams & Rebecca Cooper. (2022) STEM professional learning: supports and tensions with the Kingdom of Saudi Arabian teachers’ immersion experiences in Australian schools. Teachers and Teaching 28:4, pages 398-419.
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Rebecca Cooper, Angela Fitzgerald, John Loughran, Michael Phillips & Kathy Smith. (2020) Understanding teachers’ professional learning needs: what does it mean to teachers and how can it be supported?. Teachers and Teaching 26:7-8, pages 558-576.
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Eisuke Saito & Thi Diem Hang Khong. (2017) Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information. Reflective Practice 18:6, pages 837-851.
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Yahui Su, Liyia Feng & Chang-Hui Hsu. (2017) Accountability or authenticity? The alignment of professional development and teacher evaluation. Teachers and Teaching 23:6, pages 717-728.
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Mostafa Nazari, Hassan Nejadghanbar & Guangwei Hu. (2023) Emotion labor and professional identity construction of TESOL teacher educators. System 117, pages 103111.
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Daniela Mahler, Jörg Großschedl & Ute Harms. (2017) Opportunities to Learn for Teachers’ Self-Efficacy and Enthusiasm. Education Research International 2017, pages 1-17.
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Gustavo González Calvo, José J. Barba & Henar Rodríguez Navarro. (2015) La importancia del aprendizaje reflexivo en el Practicum de Magisterio: una revisión de la literatura. REDU. Revista de Docencia Universitaria 13:3, pages 147.
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Margaretha H. Sagasser, Anneke W. M. Kramer, Chris van Weel & Cees P. M. van der Vleuten. (2014) GP supervisors’ experience in supporting self-regulated learning: a balancing act. Advances in Health Sciences Education 20:3, pages 727-744.
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Christopher Stabile & William F. Ritchie. (2013) Clarifying the Differences between Training, Development, and Enrichment: The Role of Institutional Belief Constructs in Creating the Purpose of Faculty Learning Initiatives. New Directions for Teaching and Learning 2013:133, pages 71-84.
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