Teacher educators' professionalism in practice: Positioning theory and personal interpretative framework

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Teachers’ motivation to learn: implications for supporting professional growth (2018, result): “These findings coincide with recent suggestions that teachers vary considerably in their responses to the same PD due to different levels of experience, content knowledge and classroom contexts (Roschelle et al. 2010, Vanassche and Kelchtermans 2014, Desimone and Garet 2015).”