Citations (11)
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Na Zhou, Dineke E.H. Tigelaar & Wilfried Admiraal. (2023) Understanding vocational teachers’ professional development in work placement: learning goals, activities, and outcomes. Studies in Continuing Education 45:1, pages 18-36.
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Ewan Ingleby, Barbara Wilford & Clive Hedges. (2019) Teaching with technology and higher education: a brave new world?. PRACTICE 1:1, pages 73-87.
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Ewan Ingleby. (2018) Early years educators’ perceptions of professional development in England: an exploratory study of policy and practice. Professional Development in Education 44:1, pages 22-32.
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Ewan Ingleby. (2016) ‘We don't just do what we're told to do!’ Exploring pedagogical technology development needs. International Journal of Early Years Education 24:1, pages 36-48.
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Jeffrey Paul Carpenter. (2016) Unconference professional development: Edcamp participant perceptions and motivations for attendance. Professional Development in Education 42:1, pages 78-99.
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Michael Stevenson, John G. Hedberg, Kerry-Ann O’Sullivan & Cathie Howe. (2015) Development to learning: semantic shifts in professional autonomy and school leadership. Educational Media International 52:3, pages 173-187.
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Articles from other publishers (5)
Na Zhou, Dineke E.H. Tigelaar & Wilfried Admiraal. (2022) Vocational teachers' professional learning: A systematic literature review of the past decade. Teaching and Teacher Education 119, pages 103856.
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Ewan InglebyEwan Ingleby. 2021. Neoliberalism Across Education. Neoliberalism Across Education
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Ewan InglebyEwan Ingleby. 2021. Neoliberalism Across Education. Neoliberalism Across Education
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Elif KILIÇOĞLU & Oktay ERBAY. (2020) Öğretmenlerin Mesleki İnançları ile Öğrencilerin Problem Çözmeye Yönelik Tutumları Arasındaki İlişki: İsteklilik, Sebat ve GüvenThe Relationship between Teachers 'Professional Beliefs and Students' Attitudes towards Problem Solving: Willingness, Persistence and Confidence. Kastamonu Eğitim Dergisi 28:4, pages 1882-1891.
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Ana Valdmann, Jack Holbrook & Miia Rannikmae. (2017) DETERMINING THE EFFECTIVENESS OF A DESIGN–BASED, CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAMME FOR SCIENCE TEACHERS. Journal of Baltic Science Education 16:4, pages 576-591.
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