In the contemporary digitalised knowledge society, work-integrated professional development is an important and continuous activity. Continuous professional development should preferably be a hybrid format, where academia collaborates with industry and the surrounding society in a multi-directed exchange of ideas. Continuous professional…

We share lessons gained through supporting an institution-wide curriculum innovation via a post-graduate professional learning program. At the inception of the innovation, an intensive Block Model (BM) was unfamiliar to both the institution and its professional learning facilitators. The Graduate Certificate of Tertiary Education was re-modelled…

Identifying motivation for enrollment in MOOCs has been an important way to predict participant success rates. But themes for motivation have largely centered around themes for enrolling in any MOOC, and not ones specific to the course being studied. In this study, qualitatively coding discussion forums was combined with topic modeling to identify…

In a mentoring constellation model, mentoring is conceptualized as a set of meaningful relationships with multiple mentors. Mentoring constellation models move away from hierarchical 'one-mentor to one-mentee' models; multiple mentors support different mentoring functions, without an expectation that one mentor has expertise in all areas.…

The global twenty-first century (21C) skills agenda has become a common feature in the educational policy of many countries. However, teachers can face operational, definitional and systemic barriers to the integration of 21C skills in practice. The operational barriers include insufficient teacher capacity, which in turn is influenced by…

Political discord, social tensions, and global conflicts compel teachers to guide students in exploring diverse perspectives and engaging in constructive, respectful dialogues. Furthermore, the rapid evolution of technology, particularly artificial intelligence (AI), necessitates teachers and school leaders to consider entirely new paradigms in…

Background/purpose: The European Union's approach to teacher mentoring emphasizes three primary dimensions: professional, institutional, and personal support. Personal support (PS) is deemed crucial for teacher candidates and newly qualified teachers. Although various elements have been identified, a comprehensive model of PS is lacking. This…

Purpose: This paper aims to discuss innovations in the training and development practices of companies and delineate a new approach to training and development in the context of the hybrid workplace using the ADDIE and Kirkpatrick training models. Design/methodology/approach: This paper discusses innovations in training and development in modern…

Why does some professional development fall flat, while others resonate with teachers and make a real difference? How can professional learning be made better and lead to lasting changes in teacher practice? Schools and districts can get more out of their investment in professional learning for teachers (and principals) by creating PD systems,…

Middle leaders in schools are increasingly recognised as playing pivotal roles in school improvement. Although some school systems provide formal professional development for middle leaders, many middle leaders express a preference for job-embedded learning. Yet, international research has documented difficulties in providing intensive support…

Train-the-trainer programs are an effective method for improving educators' content knowledge and pedagogical skills. They also offer a way to reach more educators than by traditional professional development models. This manuscript shares the results of a retrospective study conducted with a cohort of informal science educators who participated…

A non-concurrent multiple baseline design across four early intervention providers was used to examine functional relations between job-embedded professional development (PD), including practice-based coaching (PBC), and providers' fidelity of implementation of home visiting practices for embedded intervention. Four providers with one to two…

This study aims to identify the need to develop an integrated model of the readiness of mathematics teachers as agents of change. Teachers' readiness is crucial for the effectiveness of the teaching process and the enhancement of pedagogical innovation. This study employs a qualitative methodology. A semi-structured interview was conducted with 14…

Purpose: This paper shares findings from a constructivist grounded theory study, exploring Trainee Teachers' perceptions of their teaching and learning experienced during university-based teacher education programmes, specifically the theoretical components. Findings led to the development of a model of program design, pedagogy and teaching…

This study examines urban and rural South African accounting students' perceptions of their professional skills development through participation in an extended professional project (hereafter 'project'). We find students from the rural-based institutions perceived higher levels of professional skills development than their urban-based…