Teachers’ learning and sense-making processes in the context of an innovation: a two year follow-up study-Reference-Cited by-同舟云学术

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Teachers’ learning and sense-making processes in the context of an innovation: a two year follow-up study

Published:2020-03-27 Issue: Volume: Page:1-16
ISSN:1941-5257
Container-title:Professional Development in Education
language:en
Short-container-title:Professional Development in Education

Author:

Stollman Saskia¹^ORCID,Meirink Jacobiene¹,Westenberg Michiel²^ORCID,Van Driel Jan³

Affiliation:

1. ICLON, Leiden University Graduate School of Teaching, Leiden, The Netherlands

2. Faculty of Social Sciences, Institution of Psychology, Leiden University, Leiden, The Netherlands

3. Melbourne Graduate School of Education, The University of Melbourne, Melbourne, Australia

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/19415257.2020.1744683

Reference32 articles.

1. Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards

2. De pedagogische kwaliteit van differentiatie in het onderwijs

3. The Effects of Middle School Teachers’ Beliefs on Classroom Practices

4. Elaborating a model of teacher professional growth

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1. No time to ‘put that in’: can we silence the ticking clock that controls teachers’ professional learning?;Professional Development in Education;2024-08-19

2. How do organizational conditions inform teachers’ equity self‐efficacy and implementation during professional development?;Science Education;2024-07-26

3. Interdisciplinary Curriculum Development Amid Taiwan’s Reform: Challenges, and Coping Strategies for Chinese Language Teachers;The Asia-Pacific Education Researcher;2024-06-11

4. Exploring Fulbright Foreign Language Teaching Assistants’ pedagogical growth in United States universities;The Journal for Transdisciplinary Research in Southern Africa;2024-02-29

5. Why does teacher learning vary in professional development? Accounting for organisational conditions;Professional Development in Education;2023-11-24

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