Citations (24)
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Ellen Abakah. (2023) Reframing motivation as ‘investment’ in teacher continuing professional development. Teacher Development 27:3, pages 353-373.
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Kevin Proudfoot & Pete Boyd. (2022) Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability. Professional Development in Education 0:0, pages 1-15.
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Venitha Pillay. (2020) Jika iMfundo: a South African study of ‘turning education around’ through improved curriculum coverage. Professional Development in Education 46:2, pages 229-244.
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Bongani D. Bantwini. (2019) Developing a culture of collaboration and learning among natural science teachers as a continuous professional development approach in a province in South Africa. Teacher Development 23:2, pages 213-232.
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George N. Shava & Jan Heystek. (2019) Agency and Structure: Principals’ Ability to Bring about Sustainable Improvement in Underperforming Schools in South Africa. Africa Education Review 16:2, pages 50-68.
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Aina Appova & Fran Arbaugh. (2018) Teachers’ motivation to learn: implications for supporting professional growth. Professional Development in Education 44:1, pages 5-21.
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Marta Kowalczuk-Walędziak, Amélia Lopes, Isabel Menezes & Nuna Tormenta. (2017) Teachers pursuing a doctoral degree: motivations and perceived impact. Educational Research 59:3, pages 335-352.
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Bernadette Geduld. (2017) Personal and Contextual Influences on Township School Learners’ Motivation and Self-Regulated Learning. Africa Education Review 14:2, pages 122-139.
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Maria Antonietta Impedovo & Maria Beatrice Ligorio. (2016) Participating in an international master’s programme: impact on agency for African in-service teachers. Professional Development in Education 42:5, pages 854-857.
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Articles from other publishers (15)
Moses Njenga. (2023) Continuing professional development of vocational teachers in Kenya: Motivations, practices and teacher profiles. International Journal of Educational Research Open 5, pages 100282.
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Florah Moleko Teane. (2023) Partnership as a strategy to overcome the difficulties associated with policy implementation: South African teachers’ views. South African Journal of Education 43:2, pages 1-10.
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Suriamurthee Moonsamy Maistry. (2022) SDG4 and the Ambiguity of Sustainable Development: The Case of Poor Schools in South Africa. Sustainability 14:20, pages 13393.
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Ria Asih, Dennis Alonzo & Tony Loughland. (2022) The critical role of sources of efficacy information in a mandatory teacher professional development program: Evidence from Indonesia’s underprivileged region. Teaching and Teacher Education 118, pages 103824.
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Omer Ozer & Cecile Popp. (2022) Leveraging Untapped Potential: Continuing Professional Development as a Tool for Creating Positive Culture at Schools of Foreign Languages in Turkey. rEFLections 29:1, pages 130-147.
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CP van der Vyver & BW Geduld. (2022) Self-determination theory as a lens to explore motivational factors and leadership influences in sustainable school improvement: A South African case. South African Journal of Education 42:1, pages 1-9.
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Woonsun Kang. (2021) Explaining Effects of Transformational Leadership on Teachers’ Cooperative Professional Development through Structural Equation Model and Phantom Model Approach. Sustainability 13:19, pages 10888.
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Jan Heystek & Raymond Emekako. (2020) Leadership and motivation for improved academic performance in schools in low socio-economic contexts. International Journal of Educational Management 34:9, pages 1403-1415.
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Claire Gaillard. (2019) Finding the missing variables: A systematic review of mathematics improvement strategies for South African public schools. South African Journal of Education 39:., pages 1-9.
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Molly Hamm-Rodríguez, Emily Richardson & Jarret Guajardo. 2018. Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia. Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia
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Erica Ferrer Ariza & Paige M. Poole. (2018) Creating a Teacher Development Program Linked to Curriculum Renewal. Profile: Issues in Teachers´ Professional Development 20:2, pages 249-266.
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Sarah Q. Coupet & Guerda Nicolas. 2018. Teacher Training and Professional Development. Teacher Training and Professional Development
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Sarah Q. Coupet & Guerda Nicolas. 2017. Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education. Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education
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Michael Kwet. (2019) Digital Colonialism: South Africa’s Education Transformation in the Shadow of Silicon Valley. SSRN Electronic Journal.
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