| Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development S Kemmis, HLT Heikkinen, G Fransson, J Aspfors, C Edwards-Groves Teaching and teacher education 43, 154-164, 2014 | 492 | 2014 |
| Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis J Aspfors, G Fransson Teaching and teacher education 48, 75-86, 2015 | 481 | 2015 |
| Caring about caring: newly qualified teachers’ experiences of their relationships within the school community J Aspfors, T Bondas Teachers and Teaching 19 (3), 243-259, 2013 | 135 | 2013 |
| Induction practices: Experiences of newly qualified teachers J Aspfors Åbo Akademi-Åbo Akademi University, 2012 | 98 | 2012 |
| Explicit and implicit perspectives on research-based teacher education: Newly qualified teachers’ experiences in Finland J Aspfors, G Eklund Journal of Education for Teaching 43 (4), 400-413, 2017 | 93 | 2017 |
| Understanding mentoring of new teachers: Communicative and strategic practices in Australia and Finland HLT Heikkinen, J Wilkinson, J Aspfors, L Bristol Teaching and Teacher Education 71, 1-11, 2018 | 87 | 2018 |
| Organizing curriculum change: An introduction I Westbury, J Aspfors, AV Fries, SE Hansén, F Ohlhaver, M Rosenmund, ... Journal of Curriculum Studies 48 (6), 729-743, 2016 | 48 | 2016 |
| Visions for teacher education–experiences from Finland [VISIONS 2011: Teacher Education] SE Hansén, L Forsman, J Aspfors, M Bendtsen Acta Didactica Norge 6 (1), (Art. 9-17 sider), 2012 | 43 | 2012 |
| Healthcare middle managers’ experiences of developing capacity and capability: a systematic review and meta-synthesis TA Hartviksen, J Aspfors, L Uhrenfeldt BMC Health Services Research 19, 1-19, 2019 | 31 | 2019 |
| Newly qualified teachers’ understandings of research-based teacher education practices− two cases from Finland and Norway R Jakhelln, G Eklund, J Aspfors, K Bjørndal, G Stølen Scandinavian journal of educational research 65 (1), 123-139, 2021 | 30 | 2021 |
| The researcher as a negotiator–exploring collaborative professional development projects with teachers J Aspfors, M Pörn, L Forsman, P Salo, G Karlberg-Granlund Education Inquiry 6 (4), 27045, 2015 | 27 | 2015 |
| Healthcare middle managersexperiences developing leadership capacity and capability in a public funded learning network TA Hartviksen, BM Sjolie, J Aspfors, L Uhrenfeldt BMC health services research 18, 1-11, 2018 | 25 | 2018 |
| Mentoring as dialogue, collaboration and/or assessment? J Aspfors, G Fransson, HLT Heikkinen Transitions and transformations in learning and education, 271-290, 2012 | 23 | 2012 |
| From Transmission to Site-Based Pofessional Development: On the art of combining research with facilitation L Forsman, G Karlberg-Granlund, M Pörn, P Salo, J Aspfors Lost in practice: Transforming Nordic educational action research, 113-132, 2014 | 21 | 2014 |
| Gruppmentorskap som stöd för lärares professionella utveckling J Aspfors, SE Hansén Helsingfors: Söderströms, 2011 | 21 | 2011 |
| Dichotomous and multifaceted: Teacher educators’ understanding of professional knowledge in research-based teacher education KM Jegstad, TA Fiskum, J Aspfors, G Eklund Scandinavian Journal of Educational Research 66 (6), 1005-1019, 2022 | 17 | 2022 |
| Nya lärare möter skola och klassrum J Aspfors, M Bendtsen, SE Hansén Allmändidaktik–vetenskap för lärare, 331-353, 2011 | 13 | 2011 |
| Å analysere og endre praksis: Teorien om praksisarkitekturer J Aspfors, R Jakhelln, E Sjølie Universitetsforlaget, 2021 | 11 | 2021 |
| Healthcare middle managers’ capacity and capability to quality improvement TA Hartviksen, J Aspfors, L Uhrenfeldt Leadership in health services 33 (3), 279-294, 2020 | 11 | 2020 |
| Master’s thesis–a tool for professional development? Teachers’ experiences from Finnish teacher education G Eklund, J Aspfors, SE Hansén Nordisk tidsskrift for utdanning og praksis 13 (2), 76-92, 2019 | 11 | 2019 |
Göran FranssonUniversity of GävleBestätigte E-Mail-Adresse bei hig.se
