Citations (7)
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Read on this site (3)
Tracey Joyce, Megan McKenzie, Angela Lindsay & Derya Asi. (2023) ‘Don't call it a workforce, call it a profession!’: Perceptions of Scottish early years professionals on their roles from past to future. Education 3-13 0:0, pages 1-14.
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Inmaculada García-Martínez, José Luis Ubago-Jiménez, José María Fernández-Batanero & Ramón Chacón-Cuberos. (2022) Promoting professionalism through preservice teachers’ collaboration. European Journal of Teacher Education 45:5, pages 634-652.
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Liang Li, Marilyn Fleer & Ning Yang. (2022) Studying teacher professional development: how a Chinese kindergarten teacher brings play practices into the program. Early Years 42:1, pages 104-118.
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Articles from other publishers (4)
Marilyn Fleer, Glykeria Fragkiadaki & Prabhat Rai. (2022) The place of theoretical thinking in professional development: Bringing science concepts into play practice. Learning, Culture and Social Interaction 32, pages 100591.
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Marilyn Fleer, Glykeria Fragkiadaki & Prabhat Rai. (2021) Collective imagination as a source of professional practice change: A cultural-historical study of early childhood teacher professional development in the motivated conditions of a Conceptual PlayWorld. Teaching and Teacher Education 106, pages 103455.
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Seung Eun McDevitt. (2020) Tracing Diverse Pathways to Teaching: Tales of Nontraditional Immigrant Women of Color Becoming Teachers of Young Children. Early Childhood Education Journal 49:2, pages 325-335.
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Inmaculada García-Martínez, Pedro J. Arrifano Tadeu, Miguel Pérez-Ferra & José Luis Ubago-Jiménez. (2020) Building a Common Project by Promoting Pedagogical Coordination and Educational Leadership for School Improvement: A Structural Equation Model. Social Sciences 9:4, pages 52.
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