Teachers’ Everyday Professional Development

311 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Teachers' self-directed learning and teaching experience: What, how, and why teachers want to learn (2017, background): “…it is of interest to explore what teachers themselves choose as their learning goals, what kind of learning activities they choose to engage in, and what reasons teachers have for professional learning (Kyndt et al., 2016; Lohman & Woolf, 2001; Mansfield & Beltman, 2014; Thomson & Turner, 2013).”
"Together we are better": Professional learning networks for teachers (2016, background): “Participants’ motivations have been identified as an important moderating factor on the outcomes of professional learning experiences (Kennedy, 2016; Kyndt et al, 2016).”
Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands (2020, background): “In order to strengthen the generalisation of the findings, we suggest including more factors relating to both teachers’ traits (such as age) as well as prior competence (such as years of teaching) in empirical follow-up studies (e.g. Cheng and Xie 2018; Ghaith and Shaaban 1999; Kyndt et al. 2016).”