OSMOND-JOHNSON, P. Contextualizing Teacher Professionalism: Findings from a Cross-Case Analysis of Union Active Teachers. Alberta Journal of Educational Research, [S. l.], v. 62, n. 3, p. 268–287, 2017. DOI: 10.11575/ajer.v62i3.56217. Disponível em: https://journalhosting.ucalgary.ca/index.php/ajer/article/view/56217. Acesso em: 7 may. 2024.