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Cited by

• 2010How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge111 cited
• 2005Smoothing It: Some Aristotelian misgivings about the phronesis‐praxis perspective on education65 cited
• 2016After Virtue and Accounting Ethics63 cited
• 2011Refurbishing MacIntyre's Account of Practice57 cited
• 2009Narrative Inquiry Invites Professional Development: Educators Claim the Creative Space of Praxis55 cited
• 2014Virtue, Practical Wisdom and Character in Teaching43 cited
• 2020Can Finance Be a Virtuous Practice? A MacIntyrean Account39 cited
• 2012The Cultural Dependence of the Ethical Sensitivity Scale Questionnaire: The Case of Iranian Kurdish Teachers37 cited
• 2017Moral Education at Work: On the Scope of MacIntyre’s Concept of a Practice36 cited
• 2014Practices, Governance, and Politics: Applying MacIntyre’s Ethics to Business35 cited
• 2005The structure of educational research35 cited
• 2014Is ethical sensitivity in teaching culturally bound? Comparing Finnish and Iranian teachers’ ethical sensitivity33 cited
• 2025What do we mean by academic integrity?32 cited
• 2011Moral care and caring pedagogy: two dimensions of teachers’praxis