| How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge K Gholami, J Husu Teaching and Teacher Education 26 (8), 1520-1529, 2010 | 186 | 2010 |
| Caring teaching as a moral practice: An exploratory study on perceived dimensions of caring teaching K Gholami, K Tirri Education Research International 2012, 2012 | 59 | 2012 |
| Moral care and caring pedagogy: two dimensions of teachers’ praxis K Gholami Pedagogy, Culture & Society 19 (1), 133-151, 2011 | 53 | 2011 |
| The cultural dependence of the ethical sensitivity scale questionnaire: The case of Iranian Kurdish teachers K Gholami, K Tirri Education Research International 2012, 2012 | 51 | 2012 |
| Construction and deconstruction of student teachers’ professional identity: A narrative study K Gholami, S Faraji, PC Meijer, K Tirri Teaching and Teacher Education 97, 103142, 2021 | 50 | 2021 |
| Is ethical sensitivity in teaching culturally bound? Comparing Finnish and Iranian teachers’ ethical sensitivity K Gholami, E Kuusisto, K Tirri Compare: A Journal of Comparative and International Education 45 (6), 886-907, 2015 | 45 | 2015 |
| Analytical reflection on teachers' practical knowledge: A case study of exemplary teachers in an educational reform context H Chaharbashloo, K Gholami, M Aliasgari, H Talebzadeh, N Mousapour Teaching and Teacher Education 87, 102931, 2020 | 37 | 2020 |
| Finnish and Iranian teachers' views on their competence to teach purpose E Kuusisto, K Gholami, K Tirri Education for Purposeful Teaching Around the World, 16-30, 2019 | 32 | 2019 |
| Life purposes of Iranian secondary school students N Hedayati, E Kuusisto, K Gholami, K Tirri Journal of Moral Education 46 (3), 283-294, 2017 | 21 | 2017 |
| Representing the Epistemic Nature of Teachers' practical Knowledge: The Case of Class Teachers' General Pedagogy K Gholami Department of Teacher Education, University of Helsinki, 2009 | 20 | 2009 |
| Moral conflicts in Iranian secondary schools N Hedayati, E Kuusisto, K Gholami, K Tirri Journal of Beliefs & Values 40 (4), 464-476, 2019 | 19 | 2019 |
| Synthesis research on effective teaching model in higher education M Asadi, K Gholami Journal of Educational Planning 5 (9), 113-134, 2016 | 13 | 2016 |
| An examination of factors affecting transfer of training among human resources of Iranian medical science universities Y Sayadi, S Rajaeepour, Y Abedini, K Gholami Indian Journal of Science and Technology, 2017 | 12 | 2017 |
| Gender-specific religious moral dilemmas in Iranian schools N Hedayati, E Kuusisto, K Gholami, K Tirri The Power of Resistance 12, 365-381, 2017 | 8 | 2017 |
| Understanding the epistemic nature of teachers' reasoning behind their practices from an Aristotelian perspective K Gholami | 8 | 2017 |
| How do teachers reason about their practice K Gholami, J Husu Representing the, 2010 | 8 | 2010 |
| University of Kurdistan K Gholami Iran, 0 | 8 | |
| Teachers' professional experience in relation to the phenomenon of effective teaching in higher education K Gholami, M Asadi Theory and Practice in Curriculum Journal 1 (2), 5-26, 2013 | 6 | 2013 |
| Empirical model of teachers’ neuroplasticity knowledge, mindset, and epistemological belief system K Gholami, M Alikhani, K Tirri Frontiers in Psychology 13, 1042891, 2022 | 5 | 2022 |
| Value learning trajectories in Iranian educational system N Hedayati, E Kuusisto, K Gholami, K Tirri Value Learning Trajectories: Theory, Method, Context, 179-193, 2017 | 5 | 2017 |
Elina KuusistoDr., Docent of Education, Tampere UniversityVerified email at tuni.fi
