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Cited by

• 2001Teacher knowledge and the knowledge base of teaching601 cited
• 2012Mathematics teacher noticing: seeing through teachers’ eyes573 cited
• 2006Deconstructing Professionalism in Early Childhood Education: Resisting the Regulatory Gaze380 cited
• 2007Teachers’ continuing professional development: contested concepts, understandings and models331 cited
• 2009The purpose of mess in action research: building rigour though a messy turn209 cited
• 2005The Therapist's Self in Dialogical Family Therapy: Some Ideas About Not‐Knowing and the Therapist's Inner Conversation200 cited
• 2007Becoming a student teacher: core features of the experience190 cited
• 2006Professionalism and performativity: the feminist challenge facing early years practitioners144 cited
• 2001Passion, Paradox and Professionalism in Early Years Education142 cited
• 2005School self‐evaluation and the role of a critical friend138 cited
• 2012Using video for professional development: the role of the discussion facilitator125 cited
• 2012Examining the role of authenticity in supporting the development of professional identity: an example from teacher education119 cited
• 2002Reflecting or Acting? Reflective Practice and Continuing Professional Development in Higher Education112 cited