| Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice |
19 |
| Understanding teachers as complex professional learners |
10 |
| Teachers' motivation to learn: implications for supporting professional growth |
10 |
| Lesson Study: professional development (PD) for beginning and experienced teachers |
10 |
| The professional development of higher education-based teacher educators: needs and realities |
9 |
| Educational infrastructure, professional learning, and changes in teachers' instructional practices and beliefs |
9 |
| Implicit and informal professional development: what it 'looks like', how it occurs, and why we need to research it |
6 |
| Identifying professional functionings of early childhood educators |
6 |
| Coaching in education: a professional development process in formation |
6 |
| Evidence-based scripted videos on handling student misbehavior: the development and evaluation of video cases for teacher education |
6 |
| The experiences of early career teachers: new initiatives and old problems |
6 |
| Physical educators' engagement in online adapted physical education graduate professional development |
5 |
| Collaborative professional learning: cultivating science teacher leaders through vertical communities of practice |
5 |
| The academic exodus: the role of institutional support in academics leaving universities and the academy |
5 |
| Disrupting the deficit discourse: reframing metaphors for professional learning in the context of appreciative inquiry |
4 |
| The professional development needs of early career teachers, and the extent to which they are met: a survey of teachers in England |
4 |
| Beyond performativity: a pragmatic model of teacher professional learning |
4 |
| 'I enjoy learning': developing early years practitioners' identities as professionals and as professional learners |
4 |
| What and how student teachers learn during their practicum as a foundation for further professional development |
4 |
| Critical features of effective coaching for early childhood educators: a review of empirical research literature |
4 |
| A research-informed, school-based professional development workshop programme to promote dialogic teaching with interactive technologies |
4 |
| Enacting curriculum reform through lesson study: a case study of mathematics teacher learning |
4 |
| Establishing a positive learning atmosphere and conversation culture in the context of a video-based teacher learning community |
3 |
| A developmental evaluation approach to lesson study: exploring the impact of lesson study in London schools |
3 |
| A critical reflection on (re)construction of my identity as an English language learner and English teacher |
3 |
| Surviving the first year: new academics flourishing in a multidisciplinary community of practice with peer mentoring |
3 |
| Professional development communities: the perceptions of Israeli teacher-leaders and program coordinators |
3 |
| The relation between teachers' interpersonal role identity and their self-efficacy, burnout and work engagement |
3 |
| 'It's more than a prop': Professional development session strategies as sources of teachers' self-efficacy and motivation to teach outside the classroom |
3 |
| Benchlearning as professional development of school leaders in Norway and Sweden |
3 |
| New directions for teacher education: investigating school/university partnership in an increasingly school-based context |
3 |
| Understanding ethics in school-based research |
2 |
| Professional learning communities in early childhood education: a vehicle for professional growth |
2 |
| Findings and implications of the relationship of pre-service educators, their university tutor and in-service teachers regarding professional development in science in the primary school system |
2 |
| Professional learning and the individual education plan process: implications for teacher educators |
2 |
| An exploration of the influence of school context, ethos and culture on teacher career-stage professional learning |
2 |
| Constraints preventing Chinese EFL teachers from putting their stated beliefs into teaching practice |
2 |
| Strategic best practices of flagship university professional development centers |
2 |
| Tensions experienced by teachers when participating in a professional learning community |
2 |
| The role of cultural tools and motive objects in early childhood teachers' curriculum decision-making about digital and popular culture play |
2 |
| Teacher interactive and reflexive positionings in accommodating international students: implications for teacher professional development |
2 |
| Supporting professional learning: the work of Canadian teachers' organizations |
2 |
| Professional development through mutually respectful relationship: senior teachers' learning against the backdrop of hierarchical relationships |
2 |
| Primary school teacher experiences in cross-phase professional development collaborations |
2 |
| Teaching argumentative writing to teachers and students: effects of professional development |
2 |
| Professional learning of instructors in vocational and professional education |
2 |
| Developing the developers: supporting and researching the learning of professional development facilitators |
2 |
| Peer mentoring as a support for beginning preschool teachers |
2 |
| Interrogating the concept of 'leadership at all levels': a Scottish perspective |
2 |
| A case study of the generation and benefits of a community of practice and its impact on the professional identity of early childhood teachers |
2 |
