ISSN 1366-4530 (Print); ISSN 1747-5120 (Online)
Publisher: Routledge, part of the Taylor & Francis Group
Prompting teachers’ reflection of their professional knowledge. A proof-of-concept study of the Graphic Assessment of TPACK Instrument pp. 153-174(22) Authors: Krauskopf, Karsten; Foulger, Teresa S.; Williams, Mia Kim
Ethical dilemmas on social media: Swedish secondary teachers’ boundary management on Facebook pp. 175-190(16) Authors: Thunman, Elin; Persson, Marcus
Teacher researchers creating communities of research practice by the use of a professional development approach pp. 191-209(19) Authors: Holmqvist, Mona; Bergentoft, Heléne; Selin, Per
Novice mathematics teachers create themselves pp. 210-228(19) Authors: Schatz Oppenheimer, Orna; Dvir, Nurit
Teacher, team, and school change through reciprocal learning pp. 229-248(20) Authors: Cherkowski, Sabre; Schnellert, Leyton
The construction of early career teachers’ identities: coping or managing? pp. 249-266(18) Authors: Hong, Ji; Day, Christopher; Greene, Barbara
Bridging professional teacher knowledge for science and literary integration via design-based research pp. 267-280(14) Authors: Fazio, Xavier; Gallagher, Tiffany L.
Interrupting situated practices: critical incidents in international partnerships pp. 281-302(22) Authors: Flint, Amy Seely; Albers, Peggy; Matthews, Mona
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