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Cited by

• 2004Teachers’ development of professional knowledge through action research and the facilitation of this by teacher educators176 cited
• 2009Inquiry on Inquiry: Practitioner Research and Student Learning171 cited
• 2011Promoting teacher reflection: what is said to be done170 cited
• 2013Teacher Professional Learning in a Neoliberal Age: Audit, Professionalism and Identity168 cited
• 2019Action Research and Systematic, Intentional Change in Teaching Practice155 cited
• 1999Pre-service teachers’ thinking on research: implications for inquiry oriented teacher education143 cited
• 2017Teachers and pre-service teachers as partners in collaborative teacher research: A systematic literature review131 cited
• 1998Teacher research: the question that persists109 cited
• 2005The Practicum: More than Practice105 cited
• 1999Beyond the Reflective Teacher97 cited
• 1993Connecting Genuine Teacher Development to the Struggle for Social Justice92 cited
• 2005Best practice research scholarships: An evaluation91 cited
• 2019Teacher Education for Justice and Equity: 40 Years of Advocacy85 cited
• 1985Teacher research and research‐based teacher education77 cited