August 10, 2019 article Open access Learning from novice–expert interaction in teachers’ continuing professional development Professional Development in Education DOI: 10.1080/19415257.2019.1651752 Full text (OA) OpenAlex Authors 0 Author list not loaded yet. Cited by 3 stored of 53 Search Sort Most cited Newest Oldest Patent citations Title Any typearticle review book-chapter conference-paper preprint dissertation book dataset other Any fieldAgricultural and Biological Sciences Arts and Humanities Biochemistry, Genetics and Molecular Biology Business, Management and Accounting Chemical Engineering Chemistry Computer Science Decision Sciences Dentistry Earth and Planetary Sciences Economics, Econometrics and Finance Energy Engineering Environmental Science Health Professions Immunology and Microbiology Materials Science Mathematics Medicine Neuroscience Nursing Pharmacology, Toxicology and Pharmaceutics Physics and Astronomy Psychology Social Sciences Veterinary Open access Implementation models for teacher peer feedback: A systematic review 2024 European Journal of Teacher Education review Social Sciences Teacher Education and Leadership Studies 3 citations The effects of a teacher development programme in chinese vocational education on the efficacy and professional engagement of novice teachers 2022 Journal of Education for Teaching International Research and Pedagogy article Social Sciences Teacher Education and Leadership Studies Open access 15 citations Novice teachers’ appraisal of expert feedback in a teacher professional development programme in Chinese vocational education 2022 Teaching and Teacher Education article Social Sciences Teacher Education and Leadership Studies Open access 28 citations 3 results References 0