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Professional Development in Education Volume 45, 2019 - Issue 2
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Editorial

Professional learning: empowering teachers?

Fiona KingInstitute of Education, Dublin City UniversityORCID Iconhttp://orcid.org/0000-0001-5749-1435
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Pages 169-172 | Published online: 19 Feb 2019

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Mark Boylan, Gill Adams, Emily Perry & Josephine Booth. (2023) Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review. Professional Development in Education 49:4, pages 651-669.
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Mengtian Chen. (2023) Teaching in emergency remote classrooms: reflections for professional learning. Educational Research 65:1, pages 64-81.
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Tony Townsend & Anne Bayetto. (2022) Leading reading improvements through professional learning. International Journal of Leadership in Education 25:4, pages 548-566.
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Sarah Earle & Lynne Bianchi. (2022) What role can professional learning frameworks play in developing teacher agency in subject leadership in primary science?. Professional Development in Education 48:3, pages 462-475.
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Aoife Brennan & Fiona King. (2022) Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice. Cambridge Journal of Education 52:2, pages 175-193.
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Elizabeth Walton, Suzanne Carrington, Beth Saggers, Chris Edwards & Wacango Kimani. (2022) What matters in learning communities for inclusive education: a cross-case analysis. Professional Development in Education 48:1, pages 134-148.
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Andrew Lambirth, Ana Cabral, Roger McDonald, Chris Philpott, Ashley Brett & Adewale Magaji. (2021) Teacher-led professional development through a model of action research, collaboration and facilitation. Professional Development in Education 47:5, pages 815-833.
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Begoña Vigo-Arrazola & Dennis Beach. (2021) Promoting professional growth to build a socially just school through participation in ethnographic research. Professional Development in Education 47:1, pages 115-127.
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