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Nicola Broderick. (2023) Exploring different visions of scientific literacy in Irish primary science education: core issues and future directions. Irish Educational Studies 0:0, pages 1-21.
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Émilie Rajotte, Marie Grandisson, Christine Hamel, Mélanie M. Couture, Chantal Desmarais, Maude Gravel & Myriam Chrétien-Vincent. (2023) Inclusion of autistic students: promising modalities for supporting a school team. Disability and Rehabilitation 45:7, pages 1258-1268.
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Katrina McChesney & Jill M. Aldridge. (2021) What gets in the way? A new conceptual model for the trajectory from teacher professional development to impact. Professional Development in Education 47:5, pages 834-852.
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Clíona Murphy, Benjamin Mallon, Greg Smith, Orla Kelly, Vasiliki Pitsia & Gabriela Martinez Sainz. (2021) The influence of a teachers’ professional development programme on primary school pupils’ understanding of and attitudes towards sustainability. Environmental Education Research 27:7, pages 1011-1036.
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Cliona Murphy, Greg Smith, Benjamin Mallon & Erin Redman. (2020) Teaching about sustainability through inquiry-based science in Irish primary classrooms: the impact of a professional development programme on teacher self-efficacy, competence and pedagogy. Environmental Education Research 26:8, pages 1112-1136.
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Nicola Broderick. (2019) From Our Own Correspondent: teachers’ professional learning in the Republic of Ireland context. PRACTICE 1:1, pages 94-97.
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Yang Yang, Xiufeng Liu & Joseph A. Gardella$suffix/text()$suffix/text(). (2018) Effects of Professional Development on Teacher Pedagogical Content Knowledge, Inquiry Teaching Practices, and Student Understanding of Interdisciplinary Science. Journal of Science Teacher Education 29:4, pages 263-282.
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Ricardo Trumper & Osnat Eldar. (2015) The effect of an MEd program in science education on teachers’ professional development: an Israeli case study. Professional Development in Education 41:5, pages 826-848.
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Aileen Kennedy. (2014) Understanding continuing professional development: the need for theory to impact on policy and practice. Professional Development in Education 40:5, pages 688-697.
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Articles from other publishers (6)
Peter Kutnick, Clare Gartland & David Good. (2022) Evaluating a programme for the continuing professional development of STEM teachers working within inclusive secondary schools in the UK. International Journal of Educational Research 113, pages 101974.
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Amira Al Shabibi & Tharaya Al Shabibi. (2021) Teachers’ Training Needs for Digital Competences. Teachers’ Training Needs for Digital Competences.
Maria Kallery. (2017) Early-Years Teachers’ Professional Upgrading in Science: a Long-Term Programme. Research in Science Education 48:2, pages 437-464.
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Gertruida Steyn. (2017) Transformational Learning Through Teacher Collaboration: a Case Study. Koers - Bulletin for Christian Scholarship 82:1.
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Jingoo Kang & Tuula Keinonen. (2016) EXAMINING FACTORS AFFECTING IMPLEMENTATION OF INQUIRY-BASED LEARNING IN FINLAND AND SOUTH KOREA. Problems of Education in the 21st Century 74:1, pages 31-48.
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Daguo Li & Viv Edwards. (2014) English language teaching and educational reform in Western China: A knowledge management perspective. System 47, pages 88-101.
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