Editorial, Vol 25.2: Moving away from comfort in clinical educator professional development through a concerns-based pedagogy

Clement, T., Howard, D., Lyon, E., & Molloy, E. (2023). Using a logic model to evaluate a novel video-based professional development activity for general practice clinical educators. Teacher Development, 27(2), 172–202. https://doi.org/10.1080/13664530.2022.2156589

Clement, T., Howard, D., Lyon, E., Silverman, J., & Molloy, E. (2020). Video-triggered professional learning for general practice trainers: Using the “cauldron of practice” to explore teaching and learning. Education for Primary Care, 31(2), 112–118. https://doi.org/10.1080/14739879.2019.1703560

Dufour, R., Dufour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by doing: A handbook for professional learning communities at work (3rd ed.). Solution Tree Press.

Korthagen, F. A. J., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410600523

Mockler, N. (2005). Trans/forming teachers: New professional learning and transformative teacher professionalism. Journal of In-Service Education, 31(4), 733–746.