Citations (19)
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Ana Mouraz, Daniela Pinto & Ana Cristina Torres. (2023) Effects of a model for multidisciplinary peer observation of teaching in teacher professional development and in nurturing a reflective school. Reflective Practice 24:1, pages 45-58.
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Carmen Montecinos, Mónica Cortez Muñoz, Fabián Campos & David Godfrey. (2020) Multivoicedness as a tool for expanding school leaders’ understandings and practices for school-based professional development. Professional Development in Education 46:4, pages 677-690.
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Marion Heron & Rebecca Head. (2019) Discourses of peer observation in higher education: Event or system?. Innovations in Education and Teaching International 56:4, pages 458-469.
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Marieke Thurlings & Perry den Brok. (2018) Student teachers’ and in-service teachers’ peer learning: a realist synthesis. Educational Research and Evaluation 24:1-2, pages 13-50.
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Marieke Thurlings & Perry den Brok. (2017) Learning outcomes of teacher professional development activities: a meta-study. Educational Review 69:5, pages 554-576.
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Emilie Mitescu Reagan, Rachel Roegman & A. Lin Goodwin. (2017) Inquiry in the Round? Education Rounds in an Teacher Residency Program. Action in Teacher Education 39:3, pages 239-254.
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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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Articles from other publishers (12)
Christoph Thyssen & Monique Meier. (2023) 3D Printing as an element of teaching—perceptions and perspectives of teachers at German schools. Frontiers in Education 8.
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Joanne WongAlfredo Bautista, Yan Lam Ho & Siu Hang Kong. (2023) Preschool teachers’ music-specific professional development preferences: Does teaching experience matter?. Research Studies in Music Education, pages 1321103X2211399.
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Nadya Rizk, Subhashni Taylor & Neil Taylor. (2022) Remote classroom modelling: a professional development model for in-service generalist primary teachers of science. The Australian Educational Researcher.
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Volkan İnceçay & Kenan Dikilitaş. (2022) Online peer observation: Reflections on a process-based job-embedded professional development activity through video recordings. Teaching and Teacher Education 120, pages 103901.
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Steve Mann & Katie Webb. 2022. Promoting professionalism, innovation and transnational collaboration: a
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Cecilia La Place, Jemal Halkiyo, Michael Sheppard, Nadia Kellam & Adam Carberry. (2021) Cultivating an Additive Innovation Culture through the Communal Observations of New EXperiences in Teaching (CONEXT) Protocol. Cultivating an Additive Innovation Culture through the Communal Observations of New EXperiences in Teaching (CONEXT) Protocol.
Alfredo Bautista & Yan Lam Ho. (2021) Music and movement teacher professional development: An interview study with Hong Kong kindergarten teachers. Australasian Journal of Early Childhood 46:3, pages 276-290.
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Wowek Sean Kearney, James Jurica & Theresa Entzi. (2020) Near-peer video-based feedback: a useful activity for aspiring school leaders?. International Journal of Mentoring and Coaching in Education 9:4, pages 357-373.
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Simon Borg & Adam Edmett. (2018) Developing a self-assessment tool for English language teachers. Language Teaching Research 23:5, pages 655-679.
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Liam P. Herbert, Jeanne M. Allen & Christine V. McDonald. (2018) Exploring the influence of multi-field classroom observations on early career teachers' professional practice. Teaching and Teacher Education 73, pages 192-202.
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Emilie Mitescu Reagan, Crystal Chen, Rachel Roegman & Kelly Gavin Zuckerman. (2015) Round and round: Examining teaching residents’ participation in and reflections on education rounds. International Journal of Educational Research 73, pages 65-76.
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