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Correction Professional Development in Education (IF 2.513) Pub Date : 2024-04-11
Published in Professional Development in Education (Ahead of Print, 2024)
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Troubled times and seeds of hope: some reflections on teacher professional learning as praxis development Professional Development in Education (IF 2.513) Pub Date : 2024-04-09 Nicole Mockler
This short reflection explores both the challenges and potentials of teacher professional learning in contemporary times. It argues that the neoliberal logics of professional development as deploye...
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Professional learning for praxis development: reflections Professional Development in Education (IF 2.513) Pub Date : 2024-04-09 Stephen Kemmis
Praxis development remains invisible in many discussions of professional learning because professional educators take praxis development for granted as an indissoluble part of education and educati...
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Learning leading - responsiveness in leading professional learning Professional Development in Education (IF 2.513) Pub Date : 2024-04-09 Veronica Sülau, Jaana Nehez, Anette Olin Almqvist
Teachers’ professional learning is closely connected to and dependent on different leading practices. Teachers professional learning is regarded as a key factor in successful school development, an...
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Creating communicative learning spaces in initial teacher education (ITE) with observation-grounded co-mentoring practices Professional Development in Education (IF 2.513) Pub Date : 2024-04-05 Beverley Goldshaft, Ela Sjølie
ITE has been criticised for being disconnected, with different languages being spoken in the two learning arenas of campus and schools. Bringing people together, such as through formal university-s...
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Professional relationships and professional learning from a generational perspective Professional Development in Education (IF 2.513) Pub Date : 2024-03-30 Mónica Vallejo, Abraham Bernárdez Gómez, Ana Torres-Soto, José Miguel Nieto-Cano
This paper examines teacher interactions by considering their generational diversity. The scientific literature establishes that teachers constitute an increasingly heterogeneous group of people li...
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Addressing the challenges of conference participation for the Pacific: a regional approach to maximise attendance and participation Professional Development in Education (IF 2.513) Pub Date : 2024-03-25 Angela Page, Joanne Mosen
This paper delves into challenges faced by individuals from remote regions accessing international conferences and proposes culturally appropriate solutions. It shares insights examining remote con...
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Teacher professional development through Knotworking: facilitating transformational agency through collaboration to overcome constraints to teaching in relation to disruptive events Professional Development in Education (IF 2.513) Pub Date : 2024-03-25 Douglas P. S. Andrews
Teachers face numerous challenges in their efforts to be pedagogically responsive to students’ different learning needs. I extend scholarship in the field by exploring the potential of implementing...
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Integrating theory, experience and social learning in a professionalisation trajectory aimed at developing primary school teachers’ diversity competences Professional Development in Education (IF 2.513) Pub Date : 2024-03-19 Monique Volman, Marlous Tiekstra, Edith van Eck
Although diversity in the classroom offers new opportunities for learning and can be a source of inspiration, teachers often experience a diverse student population as challenging. Teachers at five...
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Leadership practices and support structures enabling teachers’ informal learning for educational technology use: an appreciative inquiry approach Professional Development in Education (IF 2.513) Pub Date : 2024-03-17 Emmanuel Ayisi Abedi, Abigail Korkor Ametepey
Teachers increasingly turn to informal learning but often encounter challenges in their agency to improve technology integration practices. Through a qualitative paradigm and partly adopting the st...
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Professional learning and development in education: a cornucopia of theory, research, and practice Professional Development in Education (IF 2.513) Pub Date : 2024-03-15 Simon Clarke
Published in Professional Development in Education (Vol. 50, No. 2, 2024)
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Understanding professional learning in and for practice Professional Development in Education (IF 2.513) Pub Date : 2024-03-06 Petri Salo, Susanne Francisco, Anette Olin
Based on an overview of the existing literature, this paper aims to provide a holistic and coherent conceptualisation and understanding of the complexity of educators’ professional learning. First,...
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Learning in the palm of your hand: an exploration of the value of online education-related X/Twitter chats for professional learning Professional Development in Education (IF 2.513) Pub Date : 2024-02-20 Bernadette Mary Mercieca, Jacquelin McDonald, Jeffrey Paul Carpenter
Since Twitter’s 2006 inception, educators have used the platform, more recently rebranded as X, for multiple purposes related to teaching and learning. Social media such as X have proven to be flex...
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‘It’s like Freire is haunting me’: the value of study groups for critical teacher professional development Professional Development in Education (IF 2.513) Pub Date : 2024-02-15 Hope Kitts
As part of a larger critical discourse study, I share how engaging with critical texts and discussion was personally and professionally meaningful for participants, despite perceived limitations. T...
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”When we speak faculty listen:” exploring potential spaces for students to support lecturer academic development Professional Development in Education (IF 2.513) Pub Date : 2024-02-05 Rebecca Turner, Lucy Spowart, Harriet C. Dismore, E.A. Beckmann, Rachael A.J. Carkett, Tashmin Khamis
Lecturers’ engagement in professional development activities to enhance their academic practice is firmly embedded within the landscape of higher education. Although enhancing the student learning ...
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Professional learning of academics enacting work-integrated learning Professional Development in Education (IF 2.513) Pub Date : 2024-02-05 Oriana M. Price, Amanda. L. Lizier
New managerialism and neo-liberal discourses have re-shaped traditional academic practices towards the vocational aspects of higher education. One institutional response to the growing graduate emp...
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A new conceptual framework for understanding and implementing train-the-trainer professional development on a large scale Professional Development in Education (IF 2.513) Pub Date : 2024-01-31 Matthew Harper, Jennifer Gore, Jess Harris
Professional development (PD) is critical to improving practice across all professional fields, including education. However, implementation of PD on a large scale is far from straightforward. Alth...
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Teachers of action: when teachers take care of their own professional development Professional Development in Education (IF 2.513) Pub Date : 2024-01-30 Ammar Tekin
This narrative inquiry explores the identities of five teachers from Turkey who engage in volunteering and activism besides their everyday teaching. In a teaching environment where the continuing p...
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Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology Professional Development in Education (IF 2.513) Pub Date : 2024-01-29 Lill Langelotz, Dennis Beach
Against the backdrop of global convergences in education reforms, a growing focus on teacher competences has emerged in European policy discourses about teacher professionalism and professional lea...
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Early career teachers’ role in school development and professional learning Professional Development in Education (IF 2.513) Pub Date : 2024-01-23 Yngve Antonsen, Jessica Aspfors, Gregor Maxwell
School improvement efforts rely on teachers’ capacity for professional development and learning. We investigate the kind of roles taken by early career teachers (ECTs) with a master’s degree from a...
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Early career teacher mentoring in England: a case study of compliance and mediation Professional Development in Education (IF 2.513) Pub Date : 2024-01-19 Lisa Murtagh, Louisa. Dawes, Elizabeth A.C. Rushton, Claire Ball-Smith
This paper reports the findings from a small-scale study of ten mentors’ experiences of supporting Early Career Teachers (ECTs) in secondary schools in England following the introduction of the Ear...
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Training secondary English teachers to engage students in challenging and complex issues with journalistic strategies Professional Development in Education (IF 2.513) Pub Date : 2024-01-16 Ed Madison, Ross C. Anderson, Tracy Bousselot, Melissa Wantz, Rachel Guldin
Classroom discussions of social issues, ranging from gun violence and climate change to race and gender identity, have become risky and politicised, dividing parents and educators along ideological...
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Professional learning in engineering internships: what do supervisors learn from their student supervision practices? Professional Development in Education (IF 2.513) Pub Date : 2024-01-19 Rosalie Goldsmith, Franziska Trede
In order to graduate as professional engineers in Australia, engineering students undertake internships as part of their degree programmes. The heart of a productive internship programme is the rel...
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Schools, data and teachers’ learning: insights of an experienced educator Professional Development in Education (IF 2.513) Pub Date : 2023-12-25 Ian Hardy
Schooling in Australia has become subject to increased processes of data-based governance. This article draws upon the insights of an experienced teacher, ‘Meriam’, who, having taught more than 34-...
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From INSET to professional learning: 50 years of change as seen through the pages of Professional Development in Education Professional Development in Education (IF 2.513) Pub Date : 2023-12-28 Ken Jones, Jim O’Brien
Published in Professional Development in Education (Vol. 50, No. 1, 2024)
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Why does teacher learning vary in professional development? Accounting for organisational conditions Professional Development in Education (IF 2.513) Pub Date : 2023-12-28 Kathryn N. Hayes, Linda Preminger, Christine L. Bae
Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teac...
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The search for evidence-based features of effective teacher professional development: a critical analysis of the literature Professional Development in Education (IF 2.513) Pub Date : 2023-12-28 Christa S. C. Asterhan, Adam Lefstein
Scholarly efforts to identify core design features for effective teacher professional development have grown rapidly in the last 25 years. Many concise lists of design principles have emerged, most...
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Towards a model of Teachers’ Continuing Professional Development (CPD): a border crossing journey with embedded contradictions, ethical dilemmas and transformative possibilities Professional Development in Education (IF 2.513) Pub Date : 2023-12-28 Geraldine Mooney Simmie, Niamh O’Meara, Annette Forster, Veronica Ryan, Tara Ryan
Shulman (1989) argued how ‘outrageously complex’ teaching is and how reform imperatives driving standards should not lead to standardisation and the subsequent loss of soul. We assert that framing ...
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The importance of building teachers’ intrinsic control into the design of professional development (PD) programmes Professional Development in Education (IF 2.513) Pub Date : 2023-12-15 Mike Cole
Professional development (PD) programmes take a wide variety of forms. Lloyd and Davis (2018) present a model to map the diversity of PD programmes based on the extent to which intrinsic control of...
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“I give, and they give back”: teachers’ views on the professional implications of mentoring Professional Development in Education (IF 2.513) Pub Date : 2023-12-11 Ilona Rinne, Sally Windsor, Anna-Maria Hipkiss, Ali Yildirim, Irma Brkovic
This article provides an account of how six mentor teachers in Sweden reflect on the professional development opportunities they encounter, in the act of mentoring student teachers. The interview d...
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Being, becoming and sustaining: learning professional learning in teacher education Professional Development in Education (IF 2.513) Pub Date : 2023-12-07 Gunilla Karlberg-Granlund, Annika Pastuhov
In this study, we are exploring the development of professional learning of nearly qualified teachers, here referred to as prospective teachers, during their subject teacher education at a Finnish ...
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Leading professional learning to navigate complexity Professional Development in Education (IF 2.513) Pub Date : 2023-12-05 Philip Poekert, Fiona King
Published in Professional Development in Education (Vol. 49, No. 6, 2023)
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Teacher appraisal system and professional learning. Insights from Italian school principals’ and teachers’ views on multiple sources of data and indicators Professional Development in Education (IF 2.513) Pub Date : 2023-12-05 Loredana Perla, Laura Sara Agrati, Viviana Vinci, Patrizia Soleti
This paper explores school principals’ and teachers’ views of the Italian teachers’ appraisal system and related indicators. In particular, the research aimed at examining the opinions of school pr...
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Leading professional learning: resonance, reflections, and responsibilities Professional Development in Education (IF 2.513) Pub Date : 2023-12-05 Rachel Lofthouse
Published in Professional Development in Education (Vol. 49, No. 6, 2023)
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Evaluation of an innovative model for teacher professional development on educational inclusion in the UAE Professional Development in Education (IF 2.513) Pub Date : 2023-11-24 Mandy Ewen, Anna Ferreira, Marlieke G.D. Helder
This study explored the viability of applying an innovative model of teacher professional development (PD) within the context of the UAE. Predicated upon a conceptual framework incorporating the pr...
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The case of the model classroom: cognition and authenticity in teacher professional development Professional Development in Education (IF 2.513) Pub Date : 2023-11-20 Meghan Comstock, Jason Margolis
A persistent challenge for teacher professional development is how to best support the translation of knowledge into practice. Building on scholarship that characterizes teacher learning as both a ...
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Teacher study groups as a collaborative platform for action research: an ecological perspective Professional Development in Education (IF 2.513) Pub Date : 2023-11-19 Serhat Başar, Irem Çomoğlu, Kenan Dikilitaş
The interplay between teachers engaged in action research (AR) and the educational ecosystem involving the other teachers who did not conduct AR and administrators has been an issue unexplored in t...
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Teacher self-efficacy, inclusion and professional development practices: cultivating a learning environment for all Professional Development in Education (IF 2.513) Pub Date : 2023-10-26 Stuart Woodcock, Ian Hardy
This paper explores the nature of the relationship between teacher self-efficacy for inclusion in schools, and professional development practices. The research draws on qualitative data from a larg...
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Principal preparation using a mixed theoretical and reflective approach: effects, benefits and guidelines Professional Development in Education (IF 2.513) Pub Date : 2023-10-15 Laurien Coenen, Wouter Schelfhout
Published in Professional Development in Education (Ahead of Print, 2023)
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Leadership professional learning for accelerating student achievement: the role of a collaborative problem-solving intervention Professional Development in Education (IF 2.513) Pub Date : 2023-10-13 Jacqui Patuawa, Claire Sinnema, Viviane Robinson, Tong Zhu
This study explains the impact of a leadership intervention in collaborative problem-solving on the behaviour of eight middle leaders, on the teachers of those leaders, and on the reading achieveme...
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Professional development quality and instructional effectiveness: Testing the mediating role of teacher self-efficacy beliefs Professional Development in Education (IF 2.513) Pub Date : 2023-10-05 Iksang Yoon, Roger D. Goddard
The purpose of this study was to understand the mechanism linking the quality of professional development (PD) to instructional effectiveness by focusing on the mediating role of teachers’ efficacy...
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The role of experiences in the origin and development of theoretical and practical knowledge during teacher training Professional Development in Education (IF 2.513) Pub Date : 2023-10-04 Jorge Chávez Rojas, Jaime Fauré Niñoles
The relationship between theory and practice in teacher training has been discussed extensively in the world of education. Both theoretical and practical knowledge are fundamental to teachers’ enga...
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Teacher leadership for teaching improvement in professional learning communities Professional Development in Education (IF 2.513) Pub Date : 2023-09-30 Frida Grimm
Teacher leaders are increasingly leading learning conversations in professional learning communities (PLCs) in schools in several parts of the world today, but there is little empirical knowledge o...
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Determinants of teachers’ positive perception on their professional development experience: an application of LASSO-based machine learning approach Professional Development in Education (IF 2.513) Pub Date : 2023-09-30 Iksang Yoon, Minjung Kim
Given the complex nature of teachers’ professional development (PD) processes, it is crucial to examine how various factors surrounding teachers are associated with the evaluation of their PD exper...
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Professional learning and development: sustainability in education Professional Development in Education (IF 2.513) Pub Date : 2023-09-27 Marcel R. van der Klink
Published in Professional Development in Education (Vol. 49, No. 5, 2023)
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School leader perception of control and professional learning decision-making influences Professional Development in Education (IF 2.513) Pub Date : 2023-09-12 D Lynch, L Peddell, H McGuigan, R Willis, T Yeigh, T Marcoionni
Improving schooling outcomes is a preoccupation facing school leaders globally. At the heart of such an agenda is the school leader’s capacity to make professional learning decisions that best supp...
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Teacher leadership collaborative: boundary-crossing spaces for teacher empowerment Professional Development in Education (IF 2.513) Pub Date : 2023-09-07 Rebecca Buchanan, Tammy Mills, Bailey Edward, Ethan Mathieu, Miranda Snyder, Moriah Weitman, Carleen Goodsell, Kari Thurman
The cultivation of teacher leaders is key to addressing the intersecting and complex challenges the field of education faces. Over the past two years, we have participated in a group we call the Te...
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Learning to see complexity: teachers designing amidst indeterminacy Professional Development in Education (IF 2.513) Pub Date : 2023-09-05 Melissa Warr, Punya Mishra
Scholars have called for considering professional learning (PL) through the lens of complexity. One lens for operating amidst complexity is design. Designers thrive in complexity because of the res...
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Enquiry as a way of being: a practical framework to support leaders in both embracing the complexity of and creating the conditions for meaningful professional learning Professional Development in Education (IF 2.513) Pub Date : 2023-08-29 Emmajane Milton, Alexandra Morgan
There is strong evidence that professional learning in schools can positively impact learner experience and outcomes. This conceptual paper draws on key literature focused on understandings of high...
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Using professional learning to foster distributed leadership and equity of voice and promote higher quality in Early childhood education Professional Development in Education (IF 2.513) Pub Date : 2023-08-29 Mary Bratsch-Hines, Danielle Pico, Theresa Loch, Karen Osarenkhoe, Ronald Viafore, Matt Faiello, Paige Pullen
High-quality early childhood education (ECE) can improve children’s educational trajectories. However, the ECE field globally faces challenges that compromise its quality, with COVID-19 childcare c...
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A pragmatic meta-model to navigate complexity in teachers’ professional Learning Professional Development in Education (IF 2.513) Pub Date : 2023-08-21 Fiona King, Philip Poekert, Takeshia Pierre
Published in Professional Development in Education (Vol. 49, No. 6, 2023)
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The outsider looking in: developing deeper understandings of the complexities in ‘leading’ professional learning in schools as ‘the knowledgeable other’ Professional Development in Education (IF 2.513) Pub Date : 2023-08-02 Usama Darwish, Caroline Davies, Claire Goodley, Linda Hammersley-Fletcher
This article examines leadership and practitioner professional learning (PL) across two multi-school networks. This ethnographic empirical study involved the development of research communities com...
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Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities Professional Development in Education (IF 2.513) Pub Date : 2023-07-27 Aoife Brennan, Alan Gorman
Professional learning (PL) for inclusion is a key policy focus internationally, arising from a growing commitment to the goal of a rights-based approach to education for all. Transformative teacher...
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A review of the empirical research literature on PLCs for teachers in the Global South: evidence, implications, and directions Professional Development in Education (IF 2.513) Pub Date : 2023-07-26 Dong Nguyen, Ellen Boeren, Srabani Maitra, Sofie Cabus
This article presents a review of 70 empirical articles focussing on professional learning communities (PLCs) for teachers in the Global South. The review highlights an upward trend in the quantity...
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Teacher professionalism towards transformative education: insights from a literature review Professional Development in Education (IF 2.513) Pub Date : 2023-07-24 Amélia Lopes, Assunção Folque, Margarida Marta, Rita Tavares de Sousa
ABSTRACT In recent decades, neoliberal logics have affected the teaching profession and, consequently, had a direct impact on teachers’ professionalism. The aim of this paper was to conduct a literature review to determine the most significant arguments and debates about teacher professionalism in the last 10 years and its relation to a transformative teacher attitude. Therefore, relevant review studies
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Effective collaborative learning for early childhood teachers: structural, motivational and sustainable features Professional Development in Education (IF 2.513) Pub Date : 2023-07-21 Mengran Liu, Helen Hedges, Maria Cooper
Research on teachers’ professional learning and development (PLD) has investigated the nature and design of such learning initiatives, itemising characteristics that promote high-quality PLD and ou...
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Teacher leadership and teachers’ learning: actualizing the connection from day one Professional Development in Education (IF 2.513) Pub Date : 2023-07-12 Susan Lovett
This article offers a review of research and scholarly work about why it matters that new teachers have early opportunities to engage in leadership activities despite their beginner status. It buil...
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Navigating roadblocks and gates: longitudinal experiences of highly accomplished teachers following professional development Professional Development in Education (IF 2.513) Pub Date : 2023-07-04 Rebecca Cooper, Jared Carpendale, Blake Cutler, Amanda Berry, Ian Mitchell
Highly Accomplished Teachers (HATs) think deeply about skilled pedagogy in ways that illuminate its complexity and the challenges of pedagogical change. The sophistication, breadth, and depth of th...
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Centring Teacher Voices in School-Wide Improvement: Possibilities and Challenges of Introducing Change in Complex Systems Professional Development in Education (IF 2.513) Pub Date : 2023-07-02 Rossella Santagata, Jiwon Lee, Jody Guarino, John Drake
This study aims to unveil the complexity of introducing and sustaining instructional improvement at a school site by documenting successes and challenges encountered by a research-practice partners...
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Headteachers and the pandemic: Themes from a review of literature on leadership for professional learning in complex times Professional Development in Education (IF 2.513) Pub Date : 2023-07-02 Deirdre Torrance, Denise Mifsud, Richard Niesche, Michael Fertig
This paper draws from a review of the global literature on school leadership during the first 30 months of the pandemic (2020–2022), when educational leaders were faced with complexity on an unprec...