Citations (39)
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Gareth Evans, Sally Llewellyn & Jai Lewabe. (2022) Towards a research-engaged teaching profession: insider reflections on a collaborative approach to developing teachers in Wales as professional enquirers. PRACTICE 4:3, pages 171-190.
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Masoud Rahimi, Nouroddin Yousofi & Shahab Moradkhani. (2021) How research is conceived and practised in higher education? Assumptions of Masters/doctoral students and instructors. Research Papers in Education 36:1, pages 1-26.
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Achilleas Kostoulas, Sonja Babić, Christiana Glettler, Andrea Karner, Sarah Mercer & Eva Seidl. (2019) Lost in research: educators’ attitudes towards research and professional development. Teacher Development 23:3, pages 307-324.
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Mohammad Amini Farsani & Esmat Babaii. (2019) EFL faculty members’ research engagement: voices from Iran. Research in Post-Compulsory Education 24:1, pages 37-59.
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Masoud Rahimi, Nouroddin Yousoffi & Shahab Moradkhani. (2018) Research practice in higher education: Views of postgraduate students and university professors in English language teaching. Cogent Education 5:1.
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Masoud Rahimi & Hiwa Weisi. (2018) The impact of research practice on professional teaching practice: Exploring EFL teachers’ perception. Cogent Education 5:1.
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Wouter Schenke, Jan H. van Driel, Femke P. Geijsel, Henk W. Sligte & Monique L. L. Volman. (2016) Characterizing cross-professional collaboration in research and development projects in secondary education. Teachers and Teaching 22:5, pages 553-569.
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Natalie N. Pareja Roblin, Bart J.B. Ormel, Susan E. McKenney, Joke M. Voogt & Jules M. Pieters. (2014) Linking research and practice through teacher communities: a place where formal and practical knowledge meet?. European Journal of Teacher Education 37:2, pages 183-203.
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Jocelyn L.N. Wong. (2014) How does writing for publication help professional development of teachers? A case study in China. Journal of Education for Teaching 40:1, pages 78-93.
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Moira Hulme, Ian Menter & Margery McMahon. (2013) Accountability and accomplished teaching: Researching the chartered teacher programme in Scotland. Irish Educational Studies 32:3, pages 291-308.
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Esther Belvis, Pilar Pineda, Carme Armengol & Victoria Moreno. (2013) Evaluation of reflective practice in teacher education. European Journal of Teacher Education 36:3, pages 279-292.
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Pilar Pineda‐Herrero, Esher Belvis, M. Victoria Moreno & Xavier Úcar. (2010) Is continuing training useful for pre‐school teachers? Effects of training on pre‐school teachers and centers. European Early Childhood Education Research Journal 18:3, pages 407-421.
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Meilan Zhang, Susan Passalacqua, Mary Lundeberg, Matthew J. Koehler, Jan Eberhardt, Joyce Parker, Mark Urban-Lurain, Tianyi Zhang & Sunhee Paik. (2010) “Science Talks” in Kindergarten Classrooms: Improving Classroom Practice Through Collaborative Action Research. Journal of Science Teacher Education 21:2, pages 161-179.
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Moira Hulme, Vivienne Baumfield & Fran Payne. (2009) Building capacity through teacher enquiry: the Scottish Schools of Ambition. Journal of Education for Teaching 35:4, pages 409-424.
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Dimitra Hartas, Geoff Lindsay, Elisabeth Arweck & Stephen Cullen. (2009) The nature and outcomes of PGCE Plus as a model for teacher professional development. Professional Development in Education 35:1, pages 101-118.
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Ian Menter & Moira Hulme. (2008) Is small beautiful? Policy‐making in teacher education in Scotland. Teachers and Teaching 14:4, pages 319-330.
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Articles from other publishers (23)
Christopher R. Rakes, Angela Wesneski & Rebecca Laws. (2023) Building Mathematics Learning through Inquiry Using Student-Generated Data: Lessons Learned from Plan-Do-Study-Act Cycles. Education Sciences 13:9, pages 919.
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Xiangdong Wei, Man-Kong Chow, Lisha Huang, Xinyi Huang & Gary Cheng. (2023) Teacher Evaluation in Primary and Secondary Schools: A Systematic Review of SSCI Journal Publications from 2012 to 2022. Sustainability 15:9, pages 7280.
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Nesreen Alzhrani. (2023) Liberating an EFL teacher as an activist teacher professional identity in MA TESOL classrooms. Asian-Pacific Journal of Second and Foreign Language Education 8:1.
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Nhlanhla Mpofu. 2023. Continuing Professional Development of TESOL Practitioners. Continuing Professional Development of TESOL Practitioners
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Suhe Ji, Xiaoqing Qin & Ke Li. (2022) Chinese University English Teachers’ Professional Learning through Academic Reading on Social Media—A Mixed-Methods Approach. Behavioral Sciences 12:10, pages 390.
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Yan Kang & Luxin Yang. (2022) Examining EFL teachers’ changing conceptions of research: A case study of a continuing professional development program in mainland China. Frontiers in Psychology 13.
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Lakshmana Rao Pinninti. 2022. Continuing Professional Development of English Language Teachers. Continuing Professional Development of English Language Teachers
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İlknur Bayram & Fatma Bıkmaz. (2021) Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey. SAGE Open 11:2, pages 215824402110237.
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Lucía Zapata-Cardona. (2020) Colaboración entre Profesores de Estadística e Investigadores: Aportes al Desarrollo Profesional. Bolema: Boletim de Educação Matemática 34:68, pages 1285-1303.
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Vahid Rahmani Doqaruni, Behzad Ghonsooly & Reza Pishghadam. (2019) Second language teachers’ reasons for doing/not doing action research in their classrooms. International Journal of Action Research 15:3-2019, pages 255-273.
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Siew Ling Chua & Ai Wee Seow. 2019. Artistic Thinking in the Schools. Artistic Thinking in the Schools
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María del Rosario Reyes-Cruz, Griselda Murrieta-Loyo & Moisés Damián Perales-Escudero. (2018) Foreign Language Faculty Research-Related Beliefs, Perceptions, and Research Motivation at Three Mexican Universities. Profile: Issues in Teachers´ Professional Development 20:2, pages 35-49.
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Vasiliki S Fotopoulou & Amalia A Ifanti. (2017) Pre-primary teachers’ perceptions about professionalism and professional development through the lens of transformative learning: A case study in Greece. Global Studies of Childhood 8:2, pages 184-194.
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Yen, P.H.Quyen, V.P.Phuong, L.T.B.Ngoc, L.B.. (2018) English lecturers’ perceptions and practices of research engagement: The case of Can Tho University. Can Tho University Journal of Science 54(2), pages 122.
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Amalia A Ifanti, Vasiliki S Fotopoulou & Haim H Gaziel. (2017) Comparative perspectives on professionalism and professional development: An exploratory case study of Greek primary school teachers’ perceptions. Research in Comparative and International Education 12:4, pages 486-496.
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Görsev SÖNMEZ & Ayşe Semra AKYEL. (2017) HİZMETİÇİ ÖĞRETMEN EĞİTİMİ DERSİNİN DİL ÖĞRETMENLERİNİN ARAŞTIRMA BİLGİSİ VE UYGULAMASI ÜZERİNDEKİ ETKİLERİ. Eğitimde Kuram ve Uygulama 13:4, pages 734-758.
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Yen, P.H.Quyen, V.P.Phuong, L.T.B.Ngoc, L.B.. (2017) Factors inhibiting teachers from research engagement: A review. Can Tho University Journal of Science 06, pages 17.
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Amir Zand-MoghadamHussein Meihami. (2016) TEFL teachers’ and non-TEFL teachers’ perceptions on the relationship between SLA research and language pedagogy. Journal of Language and Cultural Education 4:3, pages 233-256.
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Naomi A. Schoenfeld, Donna M. Janney & Jerome L. Rekart. (2017) Who is Writing? Author Affiliation across Peer-Reviewed Journals of Emotional or Behavioral Disorders, 2000–2011. Behavioral Disorders 38:2, pages 88-98.
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Michael Dick & Franziska Wasian. (2011) Kollegiale Visitationen als Methode Reflexiver Professioneller EntwicklungMutual visitations as a method of reflexive professional development. Organisationsberatung, Supervision, Coaching 18:1, pages 49-65.
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Xuesong Gao, Gary BarkhuizenAlice Chow. (2010) ‘Nowadays, teachers are relatively obedient’: Understanding primary school English teachers’ conceptions of and drives for research in China. Language Teaching Research 15:1, pages 61-81.
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