Coherence and the positioning of teachers in professional development programs. A systematic review

Lindvall, Jannika; Ryve, Andreas

doi:10.1016/j.edurev.2019.03.005

Coherence and the positioning of teachers in professional development programs. A systematic review

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Resource type

Journal Article

Authors/contributors

Lindvall, Jannika (Author)
Ryve, Andreas (Author)

Title

Coherence and the positioning of teachers in professional development programs. A systematic review

Publication

Educational Research Review

Volume

27

Pages

140–154

Date

2019

DOI

10.1016/j.edurev.2019.03.005

URL

https://www.sciencedirect.com/science/article/pii/S1747938X18302641

Library Catalogue

Google Scholar

Extra

Publisher: Elsevier

Citation

Lindvall, J., & Ryve, A. (2019). Coherence and the positioning of teachers in professional development programs. A systematic review. Educational Research Review, 27, 140–154. https://doi.org/10.1016/j.edurev.2019.03.005

Theme

Teacher Education

Link to this record

https://docs.opendeved.net/lib/UXIX7FRD

Relations

Cited by

Cited by

Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review. Computers and Education Open, 3, 100080. https://doi.org/10.1016/j.caeo.2022.100080