| Contextualizing teacher autonomy in time and space: A model for comparing various forms of governing the teaching profession W Wermke, G Höstfält Journal of curriculum studies 46 (1), 58-80, 2014 | 159 | 2014 |
| Decision-making and control: Perceived autonomy of teachers in Germany and Sweden W Wermke, S Olason Rick, M Salokangas Journal of Curriculum Studies 51 (3), 306-325, 2019 | 106 | 2019 |
| Continuing professional development in context: teachers' continuing professional development culture in Germany and Sweden W Wermke European Perspectives on Professional Development in Teacher Education, 21-39, 2016 | 98 | 2016 |
| The changing nature of autonomy: Transformations of the late Swedish teaching profession W Wermke, E Forsberg Scandinavian Journal of Educational Research 61 (2), 155-168, 2017 | 79 | 2017 |
| Development and autonomy: Conceptualising teachers’ continuing professional development in different national contexts W Wermke Department of Education, Stockholm University, 2013 | 69* | 2013 |
| Teachers’ autonomy deconstructed: Irish and Finnish teachers’ perceptions of decision-making and control M Salokangas, W Wermke, G Harvey European Educational Research Journal 19 (4), 329-350, 2020 | 67 | 2020 |
| Decision-making in context: Swedish and Finnish teachers’ perceptions of autonomy D Paulsrud, W Wermke Scandinavian Journal of Educational Research 64 (5), 706-727, 2020 | 61 | 2020 |
| Autonomy in education: theoretical and empirical approaches to a contested concept W Wermke, M Salokangas Nordic Journal of Studies in Educational Policy 2015 (2), 28841, 2015 | 54 | 2015 |
| Knowledge sources and autonomy: German and Swedish teachers’ continuing professional development of assessment knowledge E Forsberg, W Wermke Professional Development in Education 38 (5), 741-758, 2012 | 45 | 2012 |
| Governing teachers by professional development: State programmes for continuing professional development in Sweden since 1991 N Kirsten, W Wermke Journal of curriculum studies 49 (3), 391-411, 2017 | 44 | 2017 |
| The contingent sense-making of contingency: Epistemologies of change in comparative education J Kauko, W Wermke Comparative Education Review 62 (2), 157-177, 2018 | 40 | 2018 |
| A question of trustworthiness? Teachers’ perceptions of knowledge sources in the continuing professional development marketplace in Germany and Sweden W Wermke Teaching and Teacher Education 28 (4), 618-627, 2012 | 34 | 2012 |
| Living in an era of comparisons: Comparative research on policy, curriculum and teaching N Wahlström, D Alvunger, W Wermke Journal of Curriculum Studies 50 (5), 587-594, 2018 | 31 | 2018 |
| Discussing the curriculum-Didaktik dichotomy and comparative conceptualisations of the teaching profession W Wermke, TS Prøitz Education Inquiry 10 (4), 300-327, 2019 | 30 | 2019 |
| The autonomy paradox: Teachers' perceptions of self-governance across Europe W Wermke, M Salokangas Springer International Publishing, 2021 | 27 | 2021 |
| Peer review in an era of evaluation: Understanding the practice of gatekeeping in academia E Forsberg, L Geschwind, S Levander, W Wermke Springer Nature, 2022 | 25* | 2022 |
| Unpacking autonomy for empirical comparative investigation M Salokangas, W Wermke Oxford Review of Education 46 (5), 563-581, 2020 | 23 | 2020 |
| Silent and explicit borrowing of international policy discourses. The case of the Swedish teacher education reforms of 2001 and 2011 W Wermke, G Höstfält Education Inquiry 5 (4), 23417, 2014 | 15 | 2014 |
| In the eye of the storm? Mapping out a story of principals’ decision-making in an era of decentralisation and re-centralisation D Nordholm, W Wermke, M Jarl Journal of Educational Administration and History 55 (4), 420-440, 2023 | 13 | 2023 |
| ‘A school for all’in the policy and practice nexus: Comparing ‘doing inclusion’in different contexts. Introduction to the special issue W Wermke, G Höstfält, K Krauskopf, L Adams Lyngbäck Nordic Journal of Studies in Educational Policy 6 (1), 1-6, 2020 | 13 | 2020 |
