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Bundel Jurnal Teachers and Teaching: Shaping teacher identities and agency for the profession: contextual factors and surrounding communities/ A narrative inquiry into a rural teacher’s emotions and identities in China: through a teacher knowledge community lens/ Using Dual Systems theory to conceptualise challenges to routine when transforming pedagogy with digital technologies/ Beginning teachers’ work satisfaction, self-efficacy and willingness to stay in the profession: a question of job demands-resources balance?/ Confrontation, negotiation and agency: exploring the inner dynamics of student teacher identity transformation during teaching practicum/ From professional isolation to effective leadership: preschool teacher-directors’ strategies of shared leadership and pedagogy/ Being there with children: workplace, teacher body and a caring self/ Extension and remodelling of teachers’ perceived professional space/ Implementing differentiated instruction: a mixed-methods exploration of teacher beliefs and practices

Bundel Jurnal Teachers and Teaching: Shaping teacher identities and agency for the profession: contextual factors and surrounding communities/ A narrative inquiry into a rural teacher’s emotions and identities in China: through a teacher knowledge community lens/ Using Dual Systems theory to conceptualise challenges to routine when transforming pedagogy with digital technologies/ Beginning teachers’ work satisfaction, self-efficacy and willingness to stay in the profession: a question of job demands-resources balance?/ Confrontation, negotiation and agency: exploring the inner dynamics of student teacher identity transformation during teaching practicum/ From professional isolation to effective leadership: preschool teacher-directors’ strategies of shared leadership and pedagogy/ Being there with children: workplace, teacher body and a caring self/ Extension and remodelling of teachers’ perceived professional space/ Implementing differentiated instruction: a mixed-methods exploration of teacher beliefs and practices

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Bundel Jurnal Teachers and TEACHING: Teaching and learning: participation and interaction/ What’s in a name: dimensions of social learning in teacher groups/ Teachers talking about teaching and school: collaboration and reflective practice via Critical Friends Groups/ Teaching as creating space for participation – establishing a learning community in diverse classrooms/ The impact of disciplinary background and teaching experience on the use of evaluative language in teacher feedback/ Tensions between knowledge transmission and student-focused teaching approaches to assessment purposes: helping students improve through transmission/ Music education for the improvement of coexistence in and beyond the classroom: a study based on the consultation of experts/ Pre-service teacher self-efficacy in digital technology

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Bundel Jurnal Teachers and TEACHING :THEORY AND PRACTICE : Teacher learning and learning from teaching/ Cultivating a teacher community of practice for sustainable professional development: beyond planned efforts/ The role of a professional learning community in teacher change: a perspective from beliefs and practices/ Classroom community and possible selves: implications for midcareer teacher seminars/ Prospective teachers’ conceptions and values about help seeking and giving when students work in groups/ Consistently inconsistent: teachers beliefs about help seeking and giving when students work in groups/ Successful minority pedagogy in mathematics: US and Japanese case studies/ Masters of weaving: the complex role of special education teachers/ Complexities of teaching and learning: contexts, orientations and interpretations/ School neighbourhood socio-economic status and teachers’ work commitment in Finland: longitudinal survey with register linkage/ Sustaining the commitment and realising the potential of highly promising teachers/ Building a whole school approach and teacher efficacy with English language learners/ The importance of orientation: implications of professional identity on classroom practice and for professional learning/ The relationship between teacher’s autonomy support and students’ autonomy and vitality/ Teachers conceptualizing childhood: conversations around fictional childhood texts/ The rise of the unsaid: spaces in teaching postcolonial literature/ Teaching well/ Reflection on their first five years of teaching: understanding staying and impact power/ Do admission criteria for teacher education institutions matter? A comparative study on beliefs of student teachers from Serbia and Slovenia about inclusive practice/ Inclusion functioning as exclusion: new students entering the Academy of Music in Sweden/ Promoting cultural responsiveness: teachers’ constructs of an assessment classroom environment for ethnic minority students in Hong Kong secondary schools/ Exploring teacher identity from a holistic perspective: reconstructing and reconnecting personal and professional selves/ Pre-service English teachers’ perceptions and practice of field experience and professional learning from expert teachers’ mentoring/ Moral stress in teaching practice/ Learning from ‘good examples of practice’/ ‘Answer your names please’: a small-scale exploration of teachers technologically mediated ‘new lives’/ Dilemmatic spaces: high-stakes testing and the possibilities of collaborative knowledge work to generate learning innovations/ Nothing to do with me! Teachers’ perceptions on cultural diversity in Spanish secondary schools/ Promoting a willingness to wonder: moving from congenial to collegial conversations that encourage deep and critical reflection for teacher educators/ Student teachers, socialisation, school placement and schizophrenia: the case of curriculum change/ A case for adapting and applying continuance theory to education: understanding the role of student feedback in motivating teachers to persist with including digital technologies in learning/ Journal writing as a way to know culture: insights from a travel study abroad program/ Reviewer acknowledgements 2014

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Bundel Jurnal Teachers and TEACHING: Teachers’ development: teacher beliefs, diversified approaches, and processes/ The romance and the reality between pre-service teachers’ beliefs about the potential benefits of a short-term study abroad programme and their practices/ What future teachers believe about democracy and why it is important/ Teachers’ emphaty: can it be predicted by self-efficacy?/ “I need to be strong and competent’ : a narrative inquiry of a student-teacher’s emotions and identities in teaching practicum/ What is West could learn from the East: a reflective analysis/ Teacher collaborative inquiry in the context of literacy education: examining the effects on teacher self-efficacy, instructional and assessment practices/ Conceptual, pedagogical, cultural, and political dilemmas of implementing a constructivist workshop approach to teaching literacy

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