Items

• Teachers’ Emotions in Educational Reforms: Self-Understanding, Vulnerable Commitment and Micropolitical Literacy

  Kelchtermans, G. (2005). Teachers’ Emotions in Educational Reforms: Self-Understanding, Vulnerable Commitment and Micropolitical Literacy. Teaching and Teacher Education, 21(8), 995–1006. https://doi.org/10.1016/j.tate.2005.06.009
  

• Tensions in Equity- and Reform-Oriented Learning in Teachers' Collaborative Conversations

  Louie, N. L. (2016). Tensions in Equity- and Reform-Oriented Learning in Teachers’ Collaborative Conversations. Teaching and Teacher Education, 53, 10–19. https://doi.org/10.1016/j.tate.2015.10.001
  

• Teachers’ Professional Development: A Solitary or Collegial (ad)venture?

  Clement, M., & Vandenberghe, R. (2000). Teachers’ Professional Development: A Solitary or Collegial (ad)venture? Teaching and Teacher Education, 16(1), 81–101. https://doi.org/10.1016/S0742-051X(99)00051-7
  

• A Review of Research on the Impact of Professional Learning Communities on Teaching Practice and Student Learning

  Vescio, V., Ross, D., & Adams, A. (2008). A Review of Research on the Impact of Professional Learning Communities on Teaching Practice and Student Learning. Teaching and Teacher Education, 24(1), 80–91. https://doi.org/10.1016/j.tate.2007.01.004
  

• Understanding Teachers’ Self-Sustaining, Generative Change in the Context of Professional Development

  Franke, M. L., Carpenter, T., Fennema, E., Ansell, E., & Behrend, J. (1998). Understanding Teachers’ Self-Sustaining, Generative Change in the Context of Professional Development. Teaching and Teacher Education, 14(1), 67–80. https://doi.org/10.1016/S0742-051X(97)00061-9
  

• Co-Constructors of Data, Co-Constructors of Meaning: Teacher Professional Development in an Age of Accountability

  Schnellert, L. M., Butler, D. L., & Higginson, S. K. (2008). Co-Constructors of Data, Co-Constructors of Meaning: Teacher Professional Development in an Age of Accountability. Teaching and Teacher Education, 24(3), 725–750. https://doi.org/10.1016/j.tate.2007.04.001
  

• Twitter as an Informal Learning Space for Teachers!? The Role of Social Capital in Twitter Conversations Among Teachers

  Rehm, M., & Notten, A. (2016). Twitter as an Informal Learning Space for Teachers!? The Role of Social Capital in Twitter Conversations Among Teachers. Teaching and Teacher Education, 60, 215–223. https://doi.org/10.1016/j.tate.2016.08.015
  

• Lesson Study Design Features for Supporting Collaborative Teacher Learning

  Akiba, M., Murata, A., Howard, C. C., & Wilkinson, B. (2019). Lesson Study Design Features for Supporting Collaborative Teacher Learning. Teaching and Teacher Education, 77, 352–365. https://doi.org/10.1016/j.tate.2018.10.012
  

• Teachers Involved in School Improvement: Analyzing Mediating Mechanisms of Teachers’ Boundary-Crossing Activities Between Leadership Perception and Teacher Involvement

  Rechsteiner, B., Compagnoni, M., Wullschleger, A., Schäfer, L. M., Rickenbacher, A., & Maag Merki, K. (2022). Teachers Involved in School Improvement: Analyzing Mediating Mechanisms of Teachers’ Boundary-Crossing Activities Between Leadership Perception and Teacher Involvement. Teaching and Teacher Education, 116, 103774. https://doi.org/10.1016/j.tate.2022.103774
  

• Using Activity Systems Analysis to Identify Inner Contradictions in Teacher Professional Development

  Yamagata-Lynch, L. C., & Haudenschild, M. T. (2009). Using Activity Systems Analysis to Identify Inner Contradictions in Teacher Professional Development. Teaching and Teacher Education, 25(3), 507–517. https://doi.org/10.1016/j.tate.2008.09.014
  

• When Seekers Reap Rewards and Providers Pay a Price: The Role of Relationships and Discussion in Improving Practice in a Community of Learning

  Sinnema, C., Liou, Y.-H., Daly, A., Cann, R., & Rodway, J. (2021). When Seekers Reap Rewards and Providers Pay a Price: The Role of Relationships and Discussion in Improving Practice in a Community of Learning. Teaching and Teacher Education, 107, 103474. https://doi.org/10.1016/j.tate.2021.103474
  

• Key Actors Leading Knowledge Brokerage for Sustainable School Improvement With PLCs: Who Brokers What?

  van den Boom-Muilenburg, S. N., Poortman, C. L., Daly, A. J., Schildkamp, K., de Vries, S., Rodway, J., & van Veen, K. (2022). Key Actors Leading Knowledge Brokerage for Sustainable School Improvement With PLCs: Who Brokers What? Teaching and Teacher Education, 110, 103577. https://doi.org/10.1016/j.tate.2021.103577