THOMAS, Stephanie. Positioning Teachers as Informed Agents: A Pilot Study on Professional Learning and Collective Teacher Efficacy . International Dialogues on Education Journal, Seattle, Washington U.S.A., v. 11, n. 1, p. 64–84, 2024. DOI: 10.53308/ide.v11i1.325. Disponível em: https://idejournal.org/index.php/ide/article/view/325. Acesso em: 15 jun. 2026.