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Amoah, Samuel Asare (2011) The reflective and collaborative practices of teachers in Ghanaian basic schools: a case study. PhD thesis, University of Nottingham.

Aslantas, Sercan (2023) The Role of Teacher Identity on Using Formative Assessment to Support the Learning of Students with ASC in Mainstream Classes. PhD thesis, University of Nottingham.

Banda, Grace Mkandawire (2012) Teacher development centres as a support strategy for the professional development of primary school teachers in Malawi. PhD thesis, University of Nottingham.

Basri, Fatma (2020) Teacher educator and student teacher perceptions of autonomous support and practice in a faculty of education in North Cyprus. PhD thesis, University of Nottingham.

Calleja, James (2019) Learning to teach mathematics through inquiry: a case study of continuing professional development in Malta. PhD thesis, University of Nottingham.

Doherty, L (2023) An Interpretive Phenomenological Analysis exploring the experiences of language needs and Special Educational Needs and Disabilities (SEND) for secondary school teachers of English. DAppEdPsy thesis, University of Nottingham.

Elliott, J.M. (2017) Globalising education: how far is the 'TEACH' model of initial teacher education transferable across North and South contexts? EdD thesis, University of Nottingham.

Fleet, Elizabeth Jane (2021) An exploratory study of Professional Identity in Mathematics Teacher Educator-Researchers: Applying Davey’s framework as a methodological tool. EdD thesis, University of Nottingham.

Geeson, Rebecca (2022) Teaching Assistants becoming Primary School Teachers: Changing Professional Identities in communities of practice. EdD thesis, University of Nottingham.

Geeson, Rebecca (2022) Teaching Assistants becoming Primary School Teachers: Changing Professional Identities in communities of practice. EdD thesis, University of Nottingham.

Jacquard, Marie Dianne (2013) Reflective practitioners in the 21st century: a framework for ongoing teacher professional development. EdD thesis, University of Nottingham.

Kilroy, Leo (2016) When student teachers fail: perspectives of those in the ‘learning to teach’ partnership in the Republic of Ireland. EdD thesis, University of Nottingham.

Kim, Hong Goo (2011) Job satisfaction among Korean academics: a critical investigation. PhD thesis, University of Nottingham.

Lam, Chau Diem (2009) Academic staff recruitment and development in private universities in Vietnam: in comparison with public universities. PhD thesis, University of Nottingham.

Lei, Kai Cheong (2016) Evaluating the impact of peer coaching through teachers' teaching principles. EdD thesis, University of Nottingham.

Lowe, Graham (2011) Computer simulation in initial teacher education: a bridge across the faculty/practice divide or simply a better viewing platform? EdD thesis, University of Nottingham.

Lozano, Maria F. (2017) Influences on teachers’ professional identity in schools in challenging circumstances: an empirical study of Chilean primary teachers’ perceptions. PhD thesis, University of Nottingham.

Ma, Qiuru (2017) Professional conscience and teacher change: an investigation into Chinese teacher professionalism. PhD thesis, University of Nottingham.

Mabusa, Kgomotso (2016) The perceptions of Botswana agricultural science teachers towards their in-service professional development: an exploratory study of the central region. PhD thesis, University of Nottingham.

Machin, Lynnette (2013) Exploring trainees' learning experiences with an Initial Teacher Education award (Lifelong Learning Sector) at one Higher Education institution in the UK. EdD thesis, University of Nottingham.

Morris, Beverley (2010) Mentoring trainee teachers in the voluntary and community sector: a case study in initial teacher training. EdD thesis, University of Nottingham.

Mtika, Peter David Galimoto (2008) Teaching practice as a component of teacher education in Malawi: an activity theory perspective. PhD thesis, University of Nottingham.

Nguyen, Huong T. M. (2015) Teacher learning in Vietnam. PhD thesis, University of Nottingham.

Nordin, Mohd Shukri (2016) Exploring the development of metacognitive strategies in learning technologies among pre-service teacher trainees through an e-space community framework. PhD thesis, University of Nottingham.

Opazo Perez, Maria Jose (2020) Exploring Chilean early years educators’ professional identities through their figured worlds. PhD thesis, University of Nottingham.

Rice, Rosalind (2008) Mentors' practice: the role of learning theory: an illuminative study. PhD thesis, University of Nottingham.

Roberts-Holmes, Guy (1999) Towards an understanding of Gambian teachers' lives and careers. PhD thesis, University of Nottingham.

Rose, Neil (2019) Professionalism of new further education teachers: a metaphorical analysis. EdD thesis, University of Nottingham.

Ruiz Guerrero, Leticia A. (2022) Finding a pathway to language learning advising through teacher autonomy within an Ignatian pedagogical model in a Mexican private university. PhD thesis, University of Nottingham.

Scott, Alison Elizabeth (2017) From the parlour to the kitchen: a study of the transformative potential for further education teachers of continuing professional development. EdD thesis, University of Nottingham.

Shaw, Malcolm (1987) Microtutoring in higher education: the development and evaluation of a programme of skills. PhD thesis, University of Nottingham.

Wan, Wai-Yan Sally (2011) Teachers' perceptions and experiences of continuing professional development (CPD): opportunities and needs in Hong Kong primary schools. EdD thesis, University of Nottingham.

Watkins, Ainsley Paul (2024) Participation and agency on an initial training course for teachers of ESOL: managing the discursive demands of the feedback on teaching conference. EdD thesis, University of Nottingham.

Zhang, Ling (2016) Intercultural competence development: the perceptions of Chinese visiting scholars sojourning abroad. EdD thesis, University of Nottingham.

Zhang, Naixin (2016) Beginning EFL teachers’ beliefs about teaching and learning in the context of secondary schools in China. PhD thesis, University of Nottingham.

Ó Conaill, Neil (2017) Researching teacher learning: the contribution of co-teaching. EdD thesis, University of Nottingham.