Paulien C. Meijer

TL;DR: A review of recent research on teachers' professional identity can be divided into three categories: (1) studies in which the focus was on teachers’ professional identity formation, (2) studies that were focused on the identification of characteristics of teachers professional identity, and (3) studies where professional identity was (re)presented by teachers' stories.

TL;DR: In this paper, a more elaborate approach to teacher identity, conceived of as both unitary and multiple, both continuous and discontinuous, and both individual and social, is presented.

TL;DR: In this paper, the knowledge base of teaching is conceived as all profession-related insights, which are potentially relevant to a teacher's activities, and it is argued that teacher knowledge, or teacher practical knowledge, should be included within this knowledge base, along with formal propositional knowledge.

TL;DR: This article described multi-method triangulation as a means to enhance the internal validity in qualitative studies on a complex topic such as teachers' practical knowledge, which is viewed as a multi-dimensional concept, requiring multiple instruments for its exploration.

TL;DR: In this paper, the authors explored learning activities in relation to reported changes in cognition and/or behaviour of six teachers that participated in collaborative groups and also asked to report learning experiences in a digital logbook six times during a period of one year.