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Professional Development in Education Volume 39, 2013 - Issue 4: Professional Development: Education For All As Praxis
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Articles

Teachers’ professional development as enabling and constraining dialogue and meaning-making in Education for All

Petri Johannes Salo Faculty of Education, Åbo Akademi University, PO Box 311, Vaasa, 65100, FinlandCorrespondence[email protected]
&
Karin Rönnerman Department of Education and Special Education, University of Gothenburg, Västra Hamngatan 25, Box 300, Göteborg, 405 30, Sweden
Pages 596-605 | Received 06 Mar 2013, Accepted 12 Apr 2013, Published online: 02 Jul 2013

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Višnja Vekić-Kljaić & Vesnica Mlinarević. (2022) Documenting towards democratic early education curriculum in the Republic of Croatia. European Early Childhood Education Research Journal 30:6, pages 810-826.
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Johanna Birkeland, Valborg Baste & Elin Eriksen Ødegaard. (2020) Observation as a professional tool in Norwegian kindergartens and kindergarten teacher education. Cogent Education 7:1.
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Christine Edwards-Groves & Stephen Kemmis. (2016) Pedagogy, Education and Praxis: understanding new forms of intersubjectivity through action research and practice theory. Educational Action Research 24:1, pages 77-96.
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Karin Rönnerman, Petri Salo, Eli Moksnes Furu, Torbjørn Lund, Anette Olin & Rachel Jakhelln. (2016) Bringing ideals into dialogue with practices: on the principles and practices of the Nordic Network for Action Research. Educational Action Research 24:1, pages 46-64.
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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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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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Articles from other publishers (3)

Melina Aarnikoivu, Matti Pennanen, Johanna Kiili & Terhi Nokkala. (2020) Multidisciplinary peer-mentoring groups facilitating change?. Learning and Teaching 13:3, pages 18-40.
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Karin Rönnerman, Peter Grootenboer & Christine Edwards-Groves. (2017) The practice architectures of middle leading in early childhood education. International Journal of Child Care and Education Policy 11:1.
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Stephen Kemmis, Karin Rönnerman & Christine Edwards Groves. 2017. The Palgrave International Handbook of Action Research. The Palgrave International Handbook of Action Research 471 485 .

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