Teachers’ professional development: a theoretical review

By May Britt Postholm. 2012

361 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/116680e4bca5a03e265aee52b05a79c3899246cc

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Emotion regulation and need satisfaction shape a motivating teaching style (2020, background): “…evidence shows that teachers’ emotional abilities such as emotional intelligence (Hen & Sharabi-Nov, 2014), and emotional regulation strategies specifically (Fried, 2011) can be acquired, improved and maintained through interventions and workshops aimed at fostering them (e.g. Postholm, 2012).”
Inconvenient truths about teacher learning: towards professional development 3.0 (2016, background): “Educationalists need a more realistic vision, which means that not only practice, but most of all the human beings working in the contexts of their schools become the starting point for change processes (Postholm, 2012).”
What works in coach learning, how, and for whom? A grounded process of soccer coaches’ professional learning (2017, background): “…Mezirow (2009), and Jarvis (2009) adopt a similar notion that learning is both an individual and a social process, and the complementarity of these two perspectives has been endorsed in the coaching and teaching literatures (e.g. Clarke and Hollingsworth 2002, Jones et al. 2014, Postholm 2012).”
Leadership for professional development and learning: enhancing our understanding of how teachers develop (2014, neutral): “…work (e.g. Edwards & Ellis, 2012; Ellis, 2007; Evans, 2002a; Fraser, Kennedy, Reid, & Mckinney, 2007; Kelchtermans & Ballet, 2002; Mitchell, 2013; Postholm, 2012; van Huizen, van Oers, & Wubbels, 2005) – evidently more likely to be carried out by European than by North American researchers,…”