The aim of the present article is to leverage new materialism as a framework for re-conceptualising teachers' digital professional development. Building upon the Deleuzo-Guattarian concepts of affect and machinism, I suggest that technology use cannot be conceptualised as pre-given property or service of independently existing entities. Instead,…

While 'broker' appears in academic development literature, the broker role is underexplored in it relative to other disciplines and its potential significance for academic developers (ADs). Synthesizing management and academic development literature, this conceptual article explains how ADs can foster trust as brokers. It delineates the broker…

I reflect on the significance of trust in Academic Development (AD) and outline strategies for cultivating it with other academics. Within many higher education institutions, the inherent uncertainty of the AD role necessitates intentional trust-building efforts. In this regard, conversations have been encouraged as trust-building tools. However,…

This paper considers the process of "professional becoming" for an academic developer as a complex transition towards epistemological plurality. This is a necessary step to appreciate and support the lived experiences of teachers across the spectrum of academic disciplines. Viewed through an ecological lens, the complexity of the…

Despite the evidence of its effectiveness on student learning, ambitious mathematics instruction has proven to be challenging for teachers to enact. Increasingly, instructional coaching programs have become a way of providing intensive one-on-one support to teachers to improve the quality of mathematics instruction. Researchers have identified…

Recent research analyses show professional learning programs that include specific elements known to contribute to effectiveness may have a powerful influence on teachers' instructional practices but relatively modest impact on student learning outcomes. Thomas Guskey explores research-based explanations for the incongruence and offers practical…

This article assesses the basis of trust in academic development as it relates to the current standing of academic development as a profession against established, distinguishing criteria of professions. These are: (1) possession of an inwardly-defined, esoteric, and specialized body of knowledge and skills; (2) collective autonomy over the…

Teachers are members of school district organizations that have their own organizational culture and climate. We differentiate a school or district as an organizational cultural context from the broader community cultural context or individual sociocultural background; it stands as an intermediate context with effects that may differ from the…

This conceptual article presents a challenge to the dominant view and practice of teacher professional learning and its focus on preparing "experts in teaching" and proposes instead an emphasis on preparing "experts in learning." Drawing on contemporary knowledge on the nature of human learning and development, and in…

This paper examines the relationship between educators' epistemic character and their professional responsibilities, arguing that the role of educator carries unique epistemic obligations. Drawing on virtue epistemology and the ethics of belief, Jeff Standley contends that these obligations stem from education's core epistemic aims: cultivating…

Research in mathematics education can be understood as a system of activities addressing the basic and applied problems related to teaching and learning of mathematics. Such a system includes the activities of foundation, planning, implementation, evaluation of mathematics instruction, and teacher professional development, which are supported by…

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, the way in which professional development, professional learning and everyday learning have been configured in contemporary research is combined with…

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 deployed in many contexts around the world limit and curtail the potential for teachers to engage in generative professional learning that fosters growth and…

In 2014 the "International Journal for Academic Development (IJAD)" issued a call for papers for 'Beyond learning and teaching: Extending the frontiers of academic development'. Though it was never published, the conceptual and definitional opacity that this special issue was expected to address, along with prevalent epistemic…

This paper explores innovative approaches to curriculum design and teacher education that aims to address the evolving needs of 21st-century learners. With the increasing integration of technology, the need for teacher professional development and the importance of inclusive education, this paper examines key trends in curriculum development and…