The world bank's Coach model of teacher professional development
The politics of recognition, regulation, and reframing
Bibliographic Data
| ID | 7176289 |
|---|---|
| Authors | Yusuf Sayed (0000-0002-2534-8420, University of Cambridge, corresponding author), Joseph Christopher Pesambili (0000-0001-8734-7266, University of Dar es Salaam) |
| Year | 2025 |
| Volume | 120 |
| Pages | 103481-103481 |
| Publication date | 2025-12-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Educational Development (JOURNAL) |
| Journal identifiers | ISSN: 0738-0593 • E-ISSN: 1873-4871 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ijedudev.2025.103481 |
| OpenAlex | W7116958177 |
| Language | EN |
| References cited | 33 |
Cognitive reframing · Politics · Critical and Liberation Pedagogy · Global Educational Policies and Reforms · Teacher Education and Leadership Studies
Models of Continuing Professional Development
Data entry
Get off my bus! School leaders, vision work and the elimination of teachers
The datafication of teaching in Higher Education
Doing without believing – enacting policy in the English primary school
The datafied child
Symbolic control
Discourse and Text
Peer coaching and pre-service teachers
Effects of professional development on the quality of teaching
Education quality, and teaching and learning in the post-2015 education agenda
Shifting the perspective on community-based management of education
The World Bank’s construction of teachers and their work
New scalar politics
Equality and justice in education policy
Conceptualising the surveillance of teachers
The Internet of Landlords
Improving Impact Studies of Teachers' Professional Development
Placing Teachers in Global Governance Agendas
Critical discourse analysis and critical policy studies
Big Data, new epistemologies and paradigm shifts
Private sector development as poverty and strategic discourse
Manipulating the data
| Citation velocity | historical |
|---|---|
| Highly cited | No |