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Professional Development in Education Volume 47, 2021 - Issue 2-3: Special Issue: Non-linear perspectives on teacher development: complexity in professional learning and practice
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Editorial

Illuminating a continuum of complex perspectives in teacher development

Kathryn Stroma Department of Educational Leadership, California State University, East Bay, Hayward, CA, USACorrespondence[email protected]
,
Tammy Millsb Department of Curriculum, Assessment, and Instruction, University of Maine, Orono, ME, USA
&
Linda Abramsc Independent Researcher
Pages 199-208 | Published online: 06 May 2021

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Read on this site (8)

Emilia Åkesson. (2023) Becoming carving-bodies in teacher education – affective student experiences. Gender and Education 35:8, pages 806-821.
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Philip Poekert & Fiona King. (2023) Leading professional learning to navigate complexity. Professional Development in Education 49:6, pages 953-957.
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Loredana Perla, Laura Sara Agrati, Viviana Vinci & Patrizia Soleti. (2023) Teacher appraisal system and professional learning. Insights from Italian school principals’ and teachers’ views on multiple sources of data and indicators. Professional Development in Education 49:6, pages 1183-1196.
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Fiona King, Philip Poekert & Takeshia Pierre. (2023) A pragmatic meta-model to navigate complexity in teachers’ professional Learning. Professional Development in Education 49:6, pages 958-977.
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Celina Salvador-Garcia. (2023) Learning to Teach, Teaching to Learn: A self-study to Promote Gender Awareness through Debates in Teacher Education. Studying Teacher Education 19:1, pages 63-81.
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Kathryn Strom & Tammy Mills. (2022) Enacting affirmative ethics through autotheory: sense-making with affect during COVID-19. International Journal of Qualitative Studies in Education 0:0, pages 1-16.
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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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Kevin Proudfoot & Pete Boyd. THE INSTRUMENTAL MOTIVATION OF TEACHERS: IMPLICATIONS OF HIGH-STAKES ACCOUNTABILITY FOR PROFESSIONAL LEARNING. British Journal of Educational Studies 0:0, pages 1-26.
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Articles from other publishers (3)

Rebecca Buchanan, Judith A. Scott, Lucinda Pease-Alvarez & Margaret Clark. (2022) Common ground is not enough: The situated and dynamic process of collaboration in a multiagency teacher professional development project. Teaching and Teacher Education 117, pages 103764.
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Dylan Scanlon, Ann MacPhail & Antonio Calderón. (2022) A rhizomatic exploration of a professional development non-linear approach to learning and teaching: Two teachers’ learning journeys in 'becoming different'. Teaching and Teacher Education 115, pages 103730.
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Lian Zhang. 2022. Language Teacher Motivation, Autonomy and Development in East Asia. Language Teacher Motivation, Autonomy and Development in East Asia 55 74 .

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