This research focuses on the interaction between pairs of teachers who carry out Reciprocal Peer Observation (RPO) practices. The aim is to identify how teachers learn by building knowledge collaboratively during their participation in feedback meetings (the third stage of the RPO cycle). From an initial sample of 400 voluntary in-service…

Purpose: This research aims to explore leadership approaches that foster deeper learning and facilitate the transition from traditional schooling to a model aligned with the demands of the post-industrial digital knowledge society. Design/methodology/approach: Employing a mixed-methods approach, the authors conducted surveys among school…

Professional learning communities (PLCs) have become the gold standard of teachers' professional learning. However, their success is far from guaranteed. Little is known regarding the processes that groups of learners undergo to become fully-fledged PLCs. This study followed a teachers' PLC over three years. It shows how the facilitator learned to…

This study aims to increase understanding of the values and outcomes of teacher action research in conservatoire education. Teacher action research has been found to stimulate both professional development and improvement of teaching practice. A multiple-case study design was employed to examine teachers' activities and their perceptions of the…

Teacher professional learning communities (PLCs) have the potential to result in teacher professional development, provided that effective communication takes place during PLC meetings. Building on the perspective of collaborative knowledge building, this study examined teachers' interaction patterns during these meetings. Connections were…

In this collaborative autoethnography, we, two early career academics used arts-based methods to explore and transform our understanding of scholarly impact. We began by narrating the disorienting dilemma we experienced while preparing our review, tenure, and promotion portfolios. After a brief review of Mezirow's transformative learning theory,…

Scholarship of Teaching and Learning (SoTL) communities of practice (CoP) have emerged as collaborative learning environments that unite people with a shared interest. However, forming and maintaining a successful SoTL CoP can be challenging, requiring careful planning and execution. As academics, we face various challenges in our teaching and…

While play-based learning is important for a high quality early education, only when teachers are confident and competent in enacting play-based learning in their everyday practice are expected benefits of play-based learning for whole-child development realized. A sample of 592 early childhood educators who assumed different job titles in Hong…

This paper employs a qualitative descriptive research design to determine how early career teachers (ECTs) use reflective practices to identify and mitigate major instructional challenges in the context of Bangladeshi higher education. A questionnaire was given to 20 ECTs working in different universities to collect data on their reflective…

Purpose: In response to challenges in traditional professional development, educators are increasingly utilizing social media platforms to customize their learning experiences and facilitate their professional growth. This systematic literature review seeks to examine articles published between January 2018 and July 2023 to synthesize evidence on…

Purpose: This study aimed to explore teachers' learning processes through a hybrid cross-cultural lesson study (LS) because little is known about the learning process through this novel and promising LS approach. Design/methodology/approach: This cross-cultural LS lasted over six months focusing on developing a research lesson (RL) related to…

Despite abundant research on effective reading instruction, many teachers struggle to meet the diverse needs of their students, particularly those with dyslexia. Even though reading is an essential skill for academic success, according to the 2019 "Nation's Report Card" published by the National Assessment of Educational Progress (NAEP),…

Although action research has a history of bridging gaps between research and school practice, challenges emerge when aligning a scientific approach with development work in schools and in collaboration between research and school practice. In this article, we aim to deepen the knowledge on teachers' action research as social learning in…

This empirical paper reports on the development of a professional development initiative, namely the word sum-wheel, which teachers developed collaboratively. The study's objective was to determine how teachers' mathematics word problem-solving instruction could be enhanced through the development of the word-sum wheel using participatory action…

This study focuses on teacher professional learning in early childhood education and care (ECEC) in response to the contemporary challenge of understanding the role of teachers in play. It explores the learning process of teachers when investigating how an ECEC work team in Sweden collaboratively changes their way of reasoning regarding their role…