Lesson Study: professional development (PD) for beginning and experienced teachers
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1430050
Implicit and informal professional development: what it ‘looks like’, how it occurs, and why we need to research it*
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1441172
Educational infrastructure, professional learning, and changes in teachers’ instructional practices and beliefs
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1452784
Identifying professional functionings of early childhood educators
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1449006
The professional development of higher education-based teacher educators: needs and realities
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1529610
Coaching in education: a professional development process in formation
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1529611
‘I enjoy learning’: developing early years practitioners’ identities as professionals and as professional learners
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1459788
The academic exodus: the role of institutional support in academics leaving universities and the academy
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1474491
Critical features of effective coaching for early childhood educators: a review of empirical research literature
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1452781
Collaborative professional learning: cultivating science teacher leaders through vertical communities of practice
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1591482
An exploration of the influence of school context, ethos and culture on teacher career-stage professional learning
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1427134
Editorial: professional learning – What is the point?
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1549306
A developmental evaluation approach to lesson study: exploring the impact of lesson study in London schools
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1474488
Peer mentoring as a support for beginning preschool teachers
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1427130
Identifying teacher needs and preferences in accessing professional learning and support
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1557241
Teacher agency in professional learning communities
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1689523
Teacher interactive and reflexive positionings in accommodating international students: implications for teacher professional development
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1449005
A case study of the generation and benefits of a community of practice and its impact on the professional identity of early childhood teachers
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1449003
Strategic best practices of flagship university professional development centers
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1543722
The professional development needs of primary teachers in special classes for children with autism in the republic of Ireland
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1696872
Educational leadership in the knowledge age “from a formal position to a formative perception” the case of learning communities
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1514526
Professional learning through collaborative research in mathematics
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1665571
Developing deep understanding of teacher education practice through accessing and responding to pre-service teacher engagement with their learning
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1550099
What matters in learning communities for inclusive education: a cross-case analysis
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1689525
‘A whole new world opened up’: the impact of place and space-based professional development on one rural South Africa primary school
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1474486
Looking beyond the obvious: applying a critically reflective lens to professional learning literature
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1637099
Changing identities and practices: transitioning from the role of supervisor to placement tutor in initial teacher education in Ireland
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1427131
Post-qualification Master’s level studies in Israel teacher colleges: a transmissive or a transformative model of professional development?
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1490916
Building an online community of practice through WeChat for teacher professional learning
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1647273
Towards an empirically substantiated professional development programme to train lead teachers to support curriculum innovation
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1510427
Evolving identities: exploring leaders’ positioning in the birth of a professional literacy collaboration
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1647551
The professional learning process of enhancing mental health literacy and its application to youth work practice: a grounded theory study
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1452783
What gets in the way? A new conceptual model for the trajectory from teacher professional development to impact
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1667412
Washington principals’ perceptions of their professional development needs for the spike of English learners
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1506353
Schools as professional learning communities: what can schools do to support professional development of their teachers?
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1665573
Meeting agenda matters: promoting reflective dialogue in teacher communities
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1474484
What teachers never have time to do: peer observation as professional learning
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1694054
The convivial space – exploring teacher learning through practitioner research
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1431957
A faculty-in-residence programme: enacting practice-based professional development in a STEAM-focused middle school
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1702579
The role of the mentor in an increasingly school-led English initial teacher education policy context
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1694053
Providing support to senior managers in schools via ‘clinical’ supervision: a purposeful, restorative professional and personal developmental space
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2018.1427132
Professional development of teachers in PISA achiever countries: Finland, Estonia, Japan, Singapore and China
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1689521
The increasing complexities of teachers’ work and fortifying professional capital
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1608646
Classroom discourse in mathematics lessons: the effect of a hybrid practice-based professional development program
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1706186
Investigating the PDR process in a UK university: continuing professional development or performativity?
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1696874
Mentoring and building professional competences of pre-service teachers: theoretical proposals and empirical illustrations
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1651753
‘My attention shifted from the material I was teaching to student learning’: the impact of a community of practice on teacher development for new international academics
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1677746
Investigating teacher learning in Lesson Study: the important link between reported observations and change of plans
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1685564
Professional development with universal design for learning: supporting teachers as learners to increase the implementation of UDL
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1685563
A university supported social constructivist model of professional development
来源期刊：Professional Development in EducationDOI：10.1080/19415257.2019.1696875
