Citations (33)
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Artemio Arturo Cortez Ochoa, Sally M. Thomas & Israel Moreno Salto. (2023) Teacher and headteacher assessment, feedback, and continuing professional development: the Mexican case. Assessment in Education: Principles, Policy & Practice 30:3-4, pages 273-301.
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Janet C. Fairman, David J. Smith, Paige C. Pullen & Steve J. Lebel. (2023) The challenge of keeping teacher professional development relevant. Professional Development in Education 49:2, pages 197-209.
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Ellen Daniëls, Annie Hondeghem & Jan Heystek. (2023) Developing school leaders: responses of school leaders to group reflective learning. Professional Development in Education 49:1, pages 135-149.
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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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Claire Otten, Rose Nash & Kira Patterson. (2022) Professional development in health education for primary school teachers: A systematised review of the literature. Professional Development in Education 0:0, pages 1-23.
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Aminath Shiyama. (2021) Teacher professional learning in the Maldivian context: Working with congruencies for teacher identity as a socio-cultural identity. PRACTICE 0:0, pages 1-19.
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Orit Avidov-Ungar & Eliat Ezran. (2020) The Hashkafa Program as a Framework for the Professional Development of Teachers: The Perceptions of Principals. Leadership and Policy in Schools 19:2, pages 190-208.
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Van T. Lac, John B. Diamond & Maria Velazquez. (2020) “The Onus is on Us”: How White Suburban Teachers Learn about Racial Inequities in a Critical Book Study. Equity & Excellence in Education 53:1-2, pages 50-68.
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Orit Avidov-Ungar & Ravit Konkes Ben Zion. (2019) The characteristics and perceptions of teachers engaged in leading professional communities. Teacher Development 23:3, pages 325-344.
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Louise Campbell. (2019) Pedagogical bricolage and teacher agency: Towards a culture of creative professionalism. Educational Philosophy and Theory 51:1, pages 31-40.
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Orit Avidov-Ungar. (2018) Professional development communities: the perceptions of Israeli teacher-leaders and program coordinators. Professional Development in Education 44:5, pages 663-677.
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Katrina McChesney & Jill M. Aldridge. (2018) A new tool for practitioner-led evaluation of teacher professional development. Teacher Development 22:3, pages 314-338.
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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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Caroline Bond, Judith Hebron & Jeremy Oldfield. (2017) Professional learning among specialist staff in resourced mainstream schools for pupils with ASD and SLI. Educational Psychology in Practice 33:4, pages 341-355.
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Michael Stevenson, John G. Hedberg, Kerry-Ann O’Sullivan & Cathie Howe. (2016) Leading learning: the role of school leaders in supporting continuous professional development. Professional Development in Education 42:5, pages 818-835.
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Yuen Sze Michelle Tan & Samson Madera Nashon. (2015) Promoting teachers’ collaborative exploration of a new science curriculum: the case of a Singapore learning study. Professional Development in Education 41:4, pages 671-689.
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Jan Heystek & René Terhoven. (2015) Motivation as critical factor for teacher development in contextually challenging underperforming schools in South Africa. Professional Development in Education 41:4, pages 624-639.
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Rafael Mitchell. (2015) The implications of school improvement and school effectiveness research for primary school principals in Ethiopia. Educational Review 67:3, pages 328-342.
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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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Linda Evans. (2014) Leadership for professional development and learning: enhancing our understanding of how teachers develop. Cambridge Journal of Education 44:2, pages 179-198.
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Articles from other publishers (13)
Linda Evans. 2023. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
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Rebecca Cooper, Angela Fitzgerald & Jared Carpendale. (2022) A Reading Group for Science Educators: an Approach for Developing Personal and Collective Pedagogical Content Knowledge in Science Education. International Journal of Science and Mathematics Education 20:S1, pages 117-139.
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Linda Evans. 2020. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
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Linda Evans. 2020. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
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Raziye SANCAR & Deniz ATAL. (2021) Türkiye’de Öğretmenlerin Mesleki Gelişimi Nasıl Araştırılıyor?How Teachers’ Professional Development was Examined in Turkey?. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi 8:1, pages 339-354.
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Margarida Lucas, Nuno Dorotea & Joao Piedade. (2021) Developing Teachers’ Digital Competence: Results From a Pilot in Portugal. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 16:1, pages 84-92.
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Mahmut Kalman. (2020) School Improvement and Contextual Factors: A Qualitative Case Study on Educators’ Perceptions and Experiences. Pedagogical Research 5:4, pages em0083.
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Ana Souza & Linet Arthur. (2020) The impact of leadership on the professional development of teachers in complementary schools. Management in Education 34:4, pages 141-148.
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Orit Avidov-Ungar. (2019) Professional learning communities of teachers: Israeli principals’ perceptions. Journal of Educational Administration 57:6, pages 658-674.
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Huu Cuong Nguyen. (2018) An investigation of professional development among educational policy-makers, institutional leaders and teachers. Management in Education 33:1, pages 32-36.
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Ly Thi Tran & Truc Thi Thanh LeLy Thi Tran & Truc Thi Thanh Le. 2018. Teacher Professional Learning in International Education. Teacher Professional Learning in International Education
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Caroline Daly & Emmajane Milton. (2017) External mentoring for new teachers: mentor learning for a change agenda. International Journal of Mentoring and Coaching in Education 6:3, pages 178-195.
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Sharon McMurray, Susan O'Neill & Ross Thompson. (2016) An innovative model for professional development. Journal of Research in Special Educational Needs 16, pages 145-149.
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