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Fernanda Marques Santinha; Marcos Onofre; Maria Martins – International Journal for Lesson and Learning Studies, 2024
Purpose: Lesson studies, a methodology originally developed in Japan, has been used in an increasing number of contexts, both in relation to initial teacher training and in the context of ongoing professional development. However, the research reported on the use of lesson studies in the training of physical education teachers is very limited. The…
Descriptors: Communities of Practice, Faculty Development, Physical Education Teachers, Program Effectiveness
Carina Titus Swai; Qingtang Liu; Linjing Wu – Interactive Learning Environments, 2024
Massive Open Online Courses (MOOCs) are platforms teachers can use to seek guidance on different strategies to update their teaching skills. This study finds the effectiveness of MOOCs in developing professional performance and skills of school teachers. It tries to show the extent to which school teachers can benefit from these courses and how…
Descriptors: MOOCs, Professionalism, Faculty Development, Teaching Methods
Girma M. Geletu – Journal of Adult and Continuing Education, 2024
The study evaluated the relevance and effectiveness of primary school teachers' professional development policy and practices in Oromia Regional State. The researcher used a mixed method with concurrent triangulation design. The researcher selected a total of 618 samples of the study using different sampling techniques such as purposive,…
Descriptors: Elementary School Teachers, Professional Development, Educational Policy, Program Effectiveness
Pham Thi Thanh Hai; Nguyen Le Thach; Doan Nguyet Linh – Journal of Teacher Education for Sustainability, 2024
Teachers in Vietnam need professional learning in order to meet the national requirements of comprehensive educational reform. Teacher professional development encompasses all forms of continuous education for educators. Teacher professional learning is a continual process that begins with schools determining the educational outcomes that are…
Descriptors: Informal Education, Faculty Development, Foreign Countries, Teacher Participation
Wawan Krismanto; Ahmad Syawaluddin; Sayidiman; Muhammad Irfan – Journal of Learning for Development, 2024
The COVID-19 pandemic has caused a rapid transformation of Teacher Professional Education (TPE) in Indonesia from face-to-face to online. Although the programme is run online, learning activities, namely collaborative learning among programme participants, practitioners, and experts, are increasingly being encouraged. This study attempts to…
Descriptors: Foreign Countries, Online Courses, Cooperative Learning, Faculty Development
Technological Affordances in Teachers' Online Professional Learning Communities: A Systematic Review
Fangzhou Jin; Zicong Song; Wai Ming Cheung; Chin-Hsi Lin; Tiruo Liu – Journal of Computer Assisted Learning, 2024
Background Study: Previous systematic reviews concluded that online professional-learning communities (OPLCs) have positive effects on teachers' development, but explored neither the technological affordances that make this possible nor the potential negative impacts of technology use in OPLCs. Objectives: The aim of this study is to…
Descriptors: Communities of Practice, Faculty Development, Computer Mediated Communication, Technology Uses in Education
Larisa Gray – ProQuest LLC, 2024
This study examined the effectiveness of the Exploring Scholars Initiative (ESI) at Alpine International School (AIS) in Europe in enhancing collective teacher efficacy. Established nine years ago, the ESI supports innovation and best practices in professional development. Alpine International School faculty are invited to propose passion projects…
Descriptors: Teacher Empowerment, Faculty Development, Self Efficacy, Teacher Effectiveness
Faiqa Asim – Journal of Education and Educational Development, 2024
Teachers' training programs are widely recognized as essential for professional development and growth. This study aimed to explore how these programs affect teachers' ability to implement the curriculum effectively. A key focus was observing teachers' attitudes toward curriculum implementation following their training. The study assesses the…
Descriptors: Teacher Education Programs, Teacher Education Curriculum, Curriculum Implementation, Curriculum Development
Jaclyn A. Queen – ProQuest LLC, 2024
Orientation programs have traditionally been implemented to share information about the institution and typically involve consistent goals that connect new faculty to other colleagues, clarify and establish expectations, expose new faculty to the culture of the institution, and introduce each to the available services at the institution.…
Descriptors: College Faculty, Staff Orientation, Experience, Teacher Persistence
Dena AuCoin; Holli Vah Seliskar – Journal of Faculty Development, 2024
Ongoing professional learning in supportive contexts, such as in Professional Learning Communities (PLCs) has been indicated as effective in promoting reinvigoration in teaching. PLCs are a community of educators that engage in a regular process of learning and reflection, where faculty can work together with peers toward common goals and purposes…
Descriptors: Communities of Practice, College Faculty, Well Being, Electronic Learning
Eleni Dimitrellou; George Koutsouris; Alison Pearson – Pastoral Care in Education, 2025
The secondary school curriculum largely aims to prepare students academically, often overlooking the holistic development of the learner. The benefits of socio-emotional learning (SEL) to student behaviour and academic attainment are gradually acknowledged and discussed, but teachers may find it hard to integrate SEL into their subject knowledge.…
Descriptors: Secondary School Curriculum, Emotional Development, Social Emotional Learning, Social Development
Tara C. Moore; Stephanie Daniels; Kala L. H. Taylor; Regina M. Oliver; Jason Chow; Joseph H. Wehby – Preventing School Failure, 2024
Elementary teachers (N = 160) from two districts responded to survey questions about inservice professional development and administrator feedback and support for implementing research-based, effective classroom and behavior management (C/BM) strategies. Results indicated slightly more than half (55%) of teachers reported their participation in…
Descriptors: Elementary School Teachers, Inservice Teacher Education, Faculty Development, Administrators
Rihanat Abiodun Ashade; Shareef Akanbi Ashade – International Journal of Research in Education and Science, 2024
High-performance work systems (HPWS) have been a topic of interest in various industries, but their impact on teachers' productivity in Nigeria is a crucial area of study. The education sector in Nigeria faces numerous challenges, including inadequate resources, large class sizes, and limited professional development opportunities. In addressing…
Descriptors: Productivity, Labor Force Development, Foreign Countries, Teacher Effectiveness
Deesha Chadha – Professional Development in Education, 2024
Personal observations suggest that science lecturers in higher education do not always feel comfortable engaging with the support offered through academic development initiatives. At a research-intensive university in the UK, research was conducted using a mixed-methods approach to establish how science lecturers engaged with continual…
Descriptors: Faculty Development, Professional Continuing Education, Science Teachers, College Faculty
Lukas Matati Josua; Leena Kaunapawa Iitula; Hafeni Pamwenase Shikalepo Hamakali; Justina Latenda Amakali – Journal of English Teaching, 2024
The paucity of English teachers in Namibia's research output as well as practicing the scholarship of teaching and learning has been noticed and noted. Therefore, the purpose of this study is to evaluate the views of English teachers in the Kalahari Circuit in the ||Kharas Region in Namibia on the effect of an intervention to enhance their…
Descriptors: Foreign Countries, English (Second Language), Language Teachers, Teacher Participation
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