Vol. 12 No. 3 (2022)

Published: 2022-12-19

Full Issue

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Articles

Teachers’ Identity Tensions and Related Coping Strategies: Interaction With the Career Stages and Socio-Political Context

Josephine Lau, Katja Vähäsantanen, Kaija Collin
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What is the Public Interest in Professional Regulation? Canadian Regulatory Leaders’ Views in a Context of Change

Tracey L. Adams
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Connective Enactment and Collective Accomplishment in Professional Practices

Stephen Kemmis, Nick Hopwood
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Methodological Insights on Teachers’ Professional Agency in Narratives

Mirva Heikkilä
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The Research Literacy of Professionals: Reconciling Evidence-Based Practice and Practical Wisdom

Andreas Eriksen
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Full Issue

Full issue Vol. 12, No. 3 (2022)