ISSN 1366-4530 (Print); ISSN 1747-5120 (Online)
Publisher: Routledge, part of the Taylor & Francis Group
Towards a new professionalism for â–˜new timesâ–™: some problems and possibilities
Reprofessionalising teaching: a university research institute engages teachers in creating dialogic space in schools 
The professional formation of teachers: a case study in reconceptualising initial teacher education through an evolving model of partnership in training and learning
Totterdell, M.; Lambert, D.
Teachers' careers: accident or design?
Draper, Janet; Fraser, Helen; Taylor, Warwick
The evolution of a teacher: a 2-year case study
Dever, Martha T.; Hobbs, Deborah E.
From policy to practice: integrated curriculum planning and teacher professionalism in Israeli elementary schools
Accountability, teacher professionalism and education reform in England
A sense of professionalism: the impact of 20-day courses in subject knowledge on the professional development of teachers
Turner-Bisset, Rosie; Nichol, Jon
The Northern Ireland professional growth challenge: towards an integrated model of teacher education
Teachers' professional orientation and their concerns
Jongmans, C. T.; Biemans, H. J.A.; Sleegers, P. J.C.; De Jong, F. P.C.M.
Teacher perceptions of the purposes of staff appraisal: a response to Kyriacou
Surviving and succeeding in difficult classrooms
Training teachers in practice
Professional learning together: building a collaborative culture in teaching practicum supervision
Brooks, Val; Husbands, Chris; Barnes, Ann