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Teachers' perceptions of continuing professional development
11 references·2 citing·47 second hop
Teachers' perceptions of continuing professional development (2003)Teachers' perceptions of continuing profe…Education, Exclusion and Citizenship (2002)Education, Exclusion and Citi…What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)What Makes Professional Devel…Bilingualism and Literacies in Primary School: Implications for professional development (1999)Bilingualism and Literacies i…Active location in teachers' construction of their professional identities (1999)Active location in teachers' …Teachers' continuing professional development: framing a model of outcomes (1997)Teachers' continuing professi…Professional, Personal, and Political Dimensions of Action Research (1997)Professional, Personal, and P…Educational Research and Teaching: a response to David Hargreaves’ TTA lecture (1997)Educational Research and Teac…Continuing professional development: nurturing the expert within (1997)Continuing professional devel…Teachers' professional knowledge landscapes (1995)Teachers' professional knowle…Why Teachers Must Become Change Agents (1993)Why Teachers Must Become Chan…Reflection: a necessary but not sufficient condition for professional development (1993)Reflection: a necessary but n…The cascade model of teachers’ continuing professional development in Kenya: A time for change? (2016)The cascade model of teachers…Rethinking the Theory and Practice of Continuing Professional Development: Science Teachers’ Perspectives (2014)Rethinking the Theory and Pra…A BEHAVIORAL MODEL OF RATIONAL CHOICE (1955)Educating the reflective practitioner (1987)Handbook of Qualitative Research (1994)Making Evidence‐based Practice Educational (2001)Clashing epistemologies: Aspiring teachers’, practicing teachers’, and professors’ beliefs about knowledge and research in education (2006)Research and evidence‐informed practice: focusing on practice and practitioners (2008)The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Teachers’ and teacher educators’ lives: the role of emotion (2001)Engaging student teachers in meaningful reflective practice (2008)Critical reflection as a framework for transformative learning in teacher education (2013)Reflective Practitioner (2014)Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. (1992)Qualitative Research for Education: An Introduction to Theory and Methods (1997)Blind Vision: Unlearning Racism in Teacher Education (2000)Enabling the Practice of Mathematics Teachers in Context: Toward a New Equity Research Agenda (2002)Teacher research as professional development for P–12 educators in the USA [1] (2003)The New Meaning of Educational Change (1991)Developing Professional Knowledge And Competence (2002)ICT—the hopes and the reality (2003)Impact of Student Support Services and Academic Development Programmes on Student Outcomes in Undergraduate Tertiary Study: A Synthesis of the Research: Report to the Ministry of Education (2005)Self-directed professional development – Hope for teachers working in deprived environments? (2009)The New Meaning of Educational Change (2010)National Council of Teachers of Mathematics (1979)Knowledge and Teaching:Foundations of the New Reform (1987)National Science Education Standards (1995)Professional Development and Teacher Learning: Mapping the Terrain (2004)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Effective Teacher Professional Development (2017)Reflection, turning experience into learning (1985)Seeking Art Expertise: experiences of primary school teachers (1999)Building a classroom-based professional learning community through lesson study: insights from elementary school science teachers (2016)The professional development needs of beginning and experienced teachers in four municipalities in Sweden (2020)The Fifth Discipline (1990)Change Forces: Probing the Depths of Educational Reform (1995)The Work of Multicultural Teacher Education: Reconceptualizing White Teacher Candidates as Learners (2009)Beyond ‘what works’: understanding teacher identity as a practical and political tool (2011)Characteristics of teachers as change agents (2015)Exclusion and excluded pupils (2005)School Exclusion: The Will to Punish (2005)“That’s Why I Say Stay in School”: Black Mothers’ Parental Involvement, Cultural Wealth, and Exclusion in Their Son’s Schooling (2017)Professional identity creation: Examining the development of beginning preservice teachers' understanding of their work as teachers (2009)The development of student teachers’ professional identity (2010)Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity (2011)Effective Reflective Practice (2002)Reframing Professional Development Through Understanding Authentic Professional Learning (2009)Exploring inclusive pedagogy (2010)
this work references cited by second hop

References

  • 2001What Makes Professional Development Effective? Results From a National Sample of Teachers5,045 cited
  • 1995Teachers' professional knowledge landscapes1,207 cited
  • 1999Active location in teachers' construction of their professional identities624 cited
  • 1993Why Teachers Must Become Change Agents590 cited
  • 1993Reflection: a necessary but not sufficient condition for professional development352 cited
  • 1997Professional, Personal, and Political Dimensions of Action Research332 cited
  • 1997Educational Research and Teaching: a response to David Hargreaves’ TTA lecture240 cited
  • 1997Teachers' continuing professional development: framing a model of outcomes181 cited
  • 2002Education, Exclusion and Citizenship142 cited
  • 1997Continuing professional development: nurturing the expert within127 cited
  • 1999Bilingualism and Literacies in Primary School: Implications for professional development13 cited

Cited by

  • 2014Rethinking the Theory and Practice of Continuing Professional Development: Science Teachers’ Perspectives67 cited
  • 2016The cascade model of teachers’ continuing professional development in Kenya: A time for change?65 cited

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