Teacher Education and Teacher Professional Development
Breternitz, A., & Tulis, M. (2024). The Acquisition of Error Competence and the Value of (learning from) Errors in Teacher Education from the Perspectives of Teachers in Finland and Germany.
Gutwirth, G., Goffin, E., & Vanhoof, J. (2021). Sensemaking unraveled: how teachers process school performance feedback data.
Orchard, J., Kelly, L., & Winstanley, C. (2020). ‘Head’ and ‘Heart’ Work: Re-Appraising the Place of Theory in the ‘Academic Dimension’ of Pre-Service Teacher Education in England.
Holloway, J. (2020). Aligning Teacher Preparation, Professional Development and Evaluation: The Orthodoxy of TAP Teachers and Teaching.
Howard, E.A. (2018). Building Foundation on Sand: Certified TEFL Teachers’ Shifting Identity through Practice.
Gregorzewski, M. (2018). Where Teachers Learn Through Work and Students Work to Learn: An Empirically Informed Report on Two Examples of Educational Innovations From a German School.
Šeďová, K., Švaříček, R., Sedláček, M., & Šalamounová, Z. (2014). On the Way to Dialogic Teaching: Action Research as a Means to Change Classroom Discourse.
Novotný, P., & Brücknerová, K. (2014). Intergenerational Learning Among Teachers: An Interaction Perspective.
Lundgren, M., von Schantz Lundgren, I., & Kihlstrand, A. (2015). Learning Study: Rozvoj školy skrze kolegiální učení učitelů.
Brücknerová, K., & Novotný, P. (2017). Trust Within Teaching Staff and Mutual Learning Among Teachers.
Hales, P. (2017). Shifts in Teacher Talk in a Participatory Action Research Professional Learning Community.
Lehesvuori, S. et al. (2017). Enhancing Dialogic Argumentation in Mathematics and Science.
Šeďová, K. et al. (2017). Teachers’ Emotions in Teacher Development: Do They Matter?
Hellemans, L., Haesen, S. (2017). Benefits of a Small Research Study for the Teacher Education at a University of Applied Sciences: A Case Study.
Symeonidis, V. (2017). Weaving the Threads of a Continuum: Teacher Education in Hungary from the Perspective of European Developments.