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Jason K. Ritter; Oren Ergas – Professional Development in Education, 2024
Opinions on the value of self-study in teacher education are fierce. Utilising our relative perspectives as insider and outsider to this methodological approach to researching one's own teaching, the authors promote the value of self-study while simultaneously questioning certain assumptions associated with how it is typically enacted. To engage…
Descriptors: Self Evaluation (Individuals), Reflection, Ethnography, Participant Observation
Matt O'Leary – Professional Development in Education, 2024
This conceptual paper discusses 'unseen observation' as an alternative model of classroom observation to support teachers' professional learning. The paper starts with a critical synopsis of how observation has been appropriated principally as a performance management tool for monitoring teacher effectiveness in the UK. It argues that the…
Descriptors: Faculty Development, Classroom Observation Techniques, Teacher Effectiveness, Teacher Evaluation
Visone, Jeremy D. – Professional Development in Education, 2022
This case study involved an urban elementary school's implementation of a peer-observation professional learning protocol, collegial visits (CVs). The study sought teachers' perceptions of CVs as a professional learning format, whether CVs aligned with contemporary professional learning expectations, how and in what ways CVs influenced social…
Descriptors: Peer Evaluation, Observation, Social Capital, Professional Development
Gore, Jennifer; Rosser, Brooke – Professional Development in Education, 2022
Articulations of effective teacher professional development (PD) consistently foreground a focus on curriculum content and how best to teach it. Consequently, when teachers work together on pedagogy they typically work with colleagues who have similar specialisations, focusing on a specific subject or part of the curriculum. Arguably, however,…
Descriptors: Professional Development, Teaching Methods, Communities of Practice, Collegiality
Faerøyvik Karlsen, Anne Mette – Professional Development in Education, 2022
This study explores the processes of collaborative teacher learning in a Lesson Study group at a lower secondary school in Norway. In this context, teacher learning is understood from a sociocultural perspective, as making sense of the world, solving problems and exploring new perspectives through social interaction. Audio-recorded teacher…
Descriptors: Communities of Practice, Teacher Collaboration, Secondary School Teachers, Foreign Countries
Mendoza, Elizabeth; Hand, Victoria; van Es, Elizabeth A.; Hoos, Shannon; Frierson, Michelle – Professional Development in Education, 2021
A dominant paradigm for research on teacher professional development has centred teacher learning as created in and through practice. Critical scholars argue for the need to grapple productively with the complexities of teaching in the power-laden contexts of schooling. This involves continual reflection on the ways that teaching reinforces…
Descriptors: Professional Development, Mathematics Teachers, Secondary School Teachers, Classroom Environment
O'Leary, Matt; Savage, Suzanne – Professional Development in Education, 2020
Excellence in higher education teaching has become a policy priority of governments worldwide in recent years. In the United Kingdom, for example, the introduction of the Teaching Excellence Framework in 2016 heralded an unprecedented focus on the quality of teaching. Set against the backdrop of such policy developments and wider global interest…
Descriptors: Observation, Teacher Effectiveness, College Faculty, Faculty Development
Rempe-Gillen, Emma – Professional Development in Education, 2018
Teacher collaboration, and teacher professional development within this context, has become an area of interest in recent years. In particular, teacher education has seen the rise of collaboration as an effective school-based professional development activity, where in-service teachers plan, observe and reflect on lessons together. The most common…
Descriptors: Elementary School Teachers, Faculty Development, Foreign Countries, Teacher Collaboration
Visone, Jeremy D. – Professional Development in Education, 2020
This study was a qualitative comparative case study of two secondary schools (one urban high school and one suburban middle school) where teams of teacher leaders were in the planning stages of implementing an initiative about a peer observation protocol called collegial visits. The primary research question was, 'How does a team of teacher…
Descriptors: Observation, High School Teachers, Middle School Teachers, Urban Schools
Elek, Catriona; Page, Jane – Professional Development in Education, 2019
There is a growing body of evidence that coaching early childhood educators leads to improved instruction, and influences children's learning outcomes. Despite this, consensus is lacking about how coaching as a form of professional development is defined, what it should involve, and how much should be offered. This paper outlines the findings of a…
Descriptors: Instructional Effectiveness, Coaching (Performance), Early Childhood Teachers, Early Childhood Education
Windsor, Sally; Kriewaldt, Jeana; Nash, Melanie; Lilja, Annika; Thornton, Jane – Professional Development in Education, 2022
This research involves two case studies, one in Melbourne, Australia the other in Gothenburg, Sweden, that focus on how using observation tools to gather classroom evidence of teaching and learning promoted opportunities to discuss and develop professional practice. We found that dialogues between pre-service teachers and more experienced…
Descriptors: Faculty Development, Evidence Based Practice, Communities of Practice, Guidelines
Scarparolo, Gemma E.; Hammond, Lorraine S. – Professional Development in Education, 2018
Research over the last 15 years has reported that for professional development to be effective, in terms of changing teachers' knowledge and/or instructional strategies, it needs to be conducted taking into consideration the following factors: teachers' existing knowledge, experience and attitudes towards the professional development, school…
Descriptors: Professional Development, Teacher Attitudes, Pedagogical Content Knowledge, Knowledge Base for Teaching
Paganelli, Andrea; Cribbs, Jennifer D.; Huang, Xiaoxia; Pereira, Nielsen; Huss, Jeanine; Chandler, Wanda; Paganelli, Anthony – Professional Development in Education, 2017
This study explored the use of makerspaces as a professional development activity when examined through the analysis of qualitative data reflecting participant experience. The data were gathered in the course of a professional development opportunity at a university during a conference held on campus. The researchers wanted to select an innovative…
Descriptors: Faculty Development, Thinking Skills, Shared Resources and Services, Phenomenology
Teacher Agency and Professional Learning Communities; What Can Learning Rounds in Scotland Teach Us?
Philpott, Carey; Oates, Catriona – Professional Development in Education, 2017
Recently there has been growth in researching teacher agency. Some research has considered the relationship between teacher agency and professional learning. Similarly, there has been growing interest in professional learning communities as resources for professional learning. Connections have been made between professional learning communities…
Descriptors: Faculty Development, Communities of Practice, Foreign Countries, Professional Autonomy
Ni Shuilleabhain, Aoibhinn; Seery, Aidan – Professional Development in Education, 2018
Based in a time of major curriculum reform, this article reports on a qualitative case study of teacher professional development (PD) in the Republic of Ireland (ROI). Five mathematics teachers in an Irish secondary school were introduced to and participated in successive cycles of school-based lesson study (LS) over the course of one academic…
Descriptors: Foreign Countries, Case Studies, Faculty Development, Mathematics Teachers