ISSN 1366-4530 (Print); ISSN 1747-5120 (Online)
Publisher: Routledge, part of the Taylor & Francis Group
Facilitating elementary science teachers’ implementation of inquiry-based science teaching
Qablan, Ahmad M.; DeBaz, Theodora
‘Here there is order, full stop!’ – radical reflexivity and teachers’ migrations from the orders of education toward the (dis)orders of (self-)relations
Keck, Charles S.
Co-teaching/co-generative dialogues in a teaching education program as room for agency and new forms of participation: ‘I found Jesus in [writing] the paper’
El Kadri, Michele Salles; Roth, Wolff-Michael
Testing the main determinants of teachers’ professional well-being by using a mixed method
Theorizing teacher identity: self-narratives and finding place in an audit society
Bullough, Robert V.
The development of teachers’ responses to challenging situations during interaction training
Talvio, Markus; Lonka, Kirsti; Komulainen, Erkki; Kuusela, Marjo; Lintunen, Taru
Teachers’ perceived values on the effect of literacy strategy professional development
Mundy, Marie-Anne; Howe, Mary E.; Kupczynski, Lori