Despite the accumulated body of research on teachers' professional development few have offered a relationship between professional development and knowledge sharing or reflective practice. We investigated whether Iranian Teaching English as a foreign language (TEFL) teachers' reflective teaching and their knowledge sharing can predict their…

This paper aims to explore how faculty in business and related fields perceive adaptivity and their own adaptive expertise in a university based in Central Europe. We focused on the qualitatively different ways in which faculty members' adaptive expertise can be conceptualised. Semi-structured interviews were conducted with 31 participants, the…

This article reflects on a week-long staff professional development program at Tezpur University), Assam, India, conducted during mid-December 2023. As a focus of the professional development, staff from the Cultural Studies Department along with visiting academics and staff from other departments at Tezpur University learned how to teach…

In light of the growing diversity in U.S. schools, this case study explored how sustained professional development (PD) centered around assets-based approaches can shape the dispositions of teachers of culturally and linguistically diverse (CLD) students. The study followed 84 in-service teachers who completed a 2-year intensive TESOL…

This article explores the design, implementation, and evaluation of the Passports tool, developed to address the persistent challenge of bridging theoretical knowledge with practical application in Initial Teacher Education (ITE). Grounded in design-based research (DBR), the Passports were iteratively created to integrate academic and professional…

Becoming a teacher requires preservice teachers (PSTs) to interpret experiences from different perspectives because of the reversal role from being a student to being a teacher. For teacher education programs to be most effective, they need to understand the knowledge that PSTs hold and develop in order to optimise professional learning. With an…

This research aims to understand how prospective teachers develop their knowledge about whole-class discussions during a lesson study. Following a qualitative approach, we focus on the work of three prospective mathematics teachers preparing, leading, and reflecting on wholeclass discussions. Data was collected through participant observation with…

Given the competing contexts of teacher education, it is important to uncover what teacher educator knowledge concerning curriculum design and development emerges in design, implementation, and instruction during the transition from in-person to online contexts. Yet, there is little research that uncovers teacher educator knowledge in curriculum…

We designed and implemented a hybrid elementary social studies education elective focused on antiracist teacher education, place-based teacher education, and archaeology with partners at an historic site, James Madison's Montpelier. Our action research study indicates that, in the midst of injustices highlighted in 2020, participants engaged in…

This study recentres the sociocultural in culturally transforming pedagogic settings whilst foregrounding culturally responsive teaching (CRT). Through a protracted anthropological excavation, teachers' experiences in a culturally diverse integrated high school were explored and interpreted vis-à-vis tenets and precepts of CRT. Findings from…