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• 2004Still no pedagogy? principle, pragmatism and compliance in primary education373 cited
• 1998Stories to Live By: Narrative Understandings of School Reform321 cited
• 2005Portfolios as evidence of reflective practice: what remains ‘untold’202 cited
• 2019TEACHER AGENCY FOLLOWING THE ECOLOGICAL MODEL: HOW IT IS ACHIEVED AND HOW IT COULD BE STRENGTHENED BY DIFFERENT TYPES OF REFLECTION192 cited
• 2006Promoting Issues-based STSE Perspectives in Science Teacher Education: Problems of Identity and Ideology178 cited
• 2004Knowledge, Narrative And Self-Study159 cited
• 2007Storytelling as Pedagogy: An Unexpected Outcome of Narrative Inquiry158 cited
• 2004Preservice Science Teachers' Beliefs About Teaching and Learning: The Influence of K-12 Field Experiences156 cited
• 1996The Teller, the Tale, and the One Being Told: The Narrative Nature of the Research Interview151 cited
• 2003An Anatomy of Narrative Curricula149 cited
• 2014Beginning student teachers’ teacher identities based on their practical theories147 cited
• 2001The Relationships Between and Among Teachers’ Narrative Knowledge, Communities of Knowing, and School Reform: A Case of “The Monkey’s Paw”1141 cited
• 1995Knowledge Communities: A Way of Making Sense of How Beginning Teachers Come to Know in Their Professional Knowledge Contexts