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Cited by

• 2010Professionalism and the post‐performative teacher: new teachers reflect on autonomy and accountability in the English school system165 cited
• 2006Teacher Nostalgia and the Sustainability of Reform: The Generation and Degeneration of Teachers’ Missions, Memory, and Meaning163 cited
• 2012Constructing teacher agency in response to the constraints of education policy: adoption and adaptation139 cited
• 2015Post-modern reality shock: Beginning teachers as sojourners in communities of practice98 cited
• 2019Career choice motivations in teacher training as predictors of burnout and career optimism in the first year of teaching95 cited
• 2016Supporting and inhibiting the well‐being of early career secondary school teachers: Extending self‐determination theory93 cited
• 2012Building a model of early years professionalism from practitioners’ perspectives92 cited
• 2005Mentoring: Immigrant teachers bridging professional practices91 cited
• 2011Autoethnography, Self-Narrative and Teacher Education90 cited
• 2012Schools as damaging organisations: instigating a dialogue concerning alternative models of schooling80 cited
• 2009Teacher educators modelling their teachers?67 cited
• 2007Endless change in the learning and skills sector: the impact on teaching staff64 cited
• 2012Barriers to Organizational Learning