Professional development for praxis transformation in early childhood education and care
A systematic review
Bibliographic Data
| ID | 21686106 |
|---|---|
| Authors | Inês Machado (0009-0003-5337-3257, University of Minho), Júlia Oliveira-Formosinho (0000-0002-2405-4068, University of Minho) |
| Year | 2024 |
| Volume | 32 |
| Issue | 6 |
| Pages | 930-965 |
| Publication date | 2024-11-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Early Childhood Education Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1350-293X • E-ISSN: 1752-1807 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1350293x.2024.2381134 |
| Language | EN |
| Citations received | 2 |
| References cited | 37 |
Models of Continuing Professional Development
Systematic Reviews in Educational Research
Eecera ethical code for early childhood researchers
The PRISMA 2020 statement
Special Issue on Pedagogical Documentation – Researching a Powerful and Evolving Idea
Teacher professional learning as a social practice
Elaborating a model of teacher professional growth
Weight of Evidence
A Formação Como Pedagogia Da Relação
What Makes Professional Development Effective? Results From a National Sample of Teachers
Experience and Education
Learning for an unknown future
Situated Learning
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |