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A Philosophy for Children Approach to Professional Development of Teachers
Author: Chi-Ming Lam
Journal: CAMBRIDGE JOURNAL OF EDUCATION. 2023; Vol. 53, Issue 1, pp. 1-17. DOI: 10.1080/0305764X.2022.2056143
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Does university participation facilitate young people's citizenship behaviour in the UK?
Author: Yang, Jinyu; Hoskins, Bryony
Journal: CAMBRIDGE JOURNAL OF EDUCATION. 2023; Vol. 53, Issue 2, pp. 195-213. DOI: 10.1080/0305764X.2022.2093837
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'How come they struggle with such simple work?': parents' perceptions of language teacher identity and teaching practice
Author: Chinh Duc Nguyen; John Trent; Thao Phuong Nguyen
Journal: CAMBRIDGE JOURNAL OF EDUCATION. 2023; Vol. 53, Issue 3, pp. 275-292. DOI: 10.1080/0305764X.2022.2094894
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Investigating the mediating effects of professional learning communities on the relationship between leadership practices and teacher collective efficacy: a perspective of Chinese principals
Author: Zhang, Jia; Huang, Qinan; Ye, Juyan
Journal: CAMBRIDGE JOURNAL OF EDUCATION. 2023; Vol. 53, Issue 2, pp. 155-176. DOI: 10.1080/0305764X.2022.2092070
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How academics perceive their participation in applied projects: a case study of a third-tier university on the Chinese Mainland
Author: Lai, Manhong; Shi, Lan
Journal: CAMBRIDGE JOURNAL OF EDUCATION. 2023; Vol. , Issue , pp. -. DOI: 10.1080/0305764X.2023.2175790
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'I have survived and become more confident': effects of in-service TKT-based training on primary school English teachers' professional beliefs and self-efficacy
Author: Wang, Xiaojing; Fang, Fan; Elyas, Tariq
Journal: CAMBRIDGE JOURNAL OF EDUCATION. 2023; Vol. , Issue , pp. -. DOI: 10.1080/0305764X.2023.2186373
