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Critical Studies in Education Volume 62, 2021 - Issue 4: Critical perspectives on teachers and teaching: professionalism, responsibilities and development
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The Pluto Problem: Reflexivities of Discomfort in Teacher Professional Development

Matthew A. M. Thomasa Sydney School of Education and Social Work, The University of Sydney, Sydney, New South Wales, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-6950-5726View further author information
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Frances K. Vavrusa Sydney School of Education and Social Work, The University of Sydney, Sydney, New South Wales, Australia;b Department of Organizational Leadership, Policy, & Development, University of Minnesota, Minneapolis, MN, USAORCID Iconhttps://orcid.org/0000-0003-2972-9914View further author information
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Pages 486-501 | Received 08 May 2018, Accepted 24 Feb 2019, Published online: 27 Mar 2019

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Benjamin H. Nam, Alexander S. English, Xiaoyuan Li, Hong Hanh Van & Johanna K. Nyman. (2023) Subjectivities and the future of comparative and international education: teacher researchers and graduate student researchers as co-constructive narrative inquirers. Educational Review 0:0, pages 1-20.
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Matthew A. M. Thomas & Debra Talbot. (2021) Exploring epistemologies: deepening pre-service teachers’ ways of knowing through international professional experience. Asia-Pacific Journal of Teacher Education 49:2, pages 163-176.
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Articles from other publishers (2)

MIRIAM EUCEVIA TROYA SÁNCHEZ & CARMEN DELIA BENÍTEZ CORREA. (2023) EFL Teachers’ Professional Development. A Narrative Inquiry into Lesson Planning During the Pandemic. Enletawa Journal 16:2, pages 1-32.
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Diego Luna, José Antonio Pineda-Alfonso, Francisco F. García-Pérez & Conceição Leal da Costa. (2022) Teacher Uneasiness and Workplace Learning in Social Sciences: Towards a Critical Inquiry from Teachers’ Voices. Education Sciences 12:7, pages 486.
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