This article explores the design and development of a Massive Open Online Course (MOOC) on inclusive teaching. Released in the Fall of 2023, the MOOC is particularly unique because of its intentional use of ethnically diverse voices and multimodal content to include art, music, spoken word, and storytelling. Modules range from Self and Empathy to…

Centers for Teaching and Learning (CTLs) at all-online universities are faced with the same challenge each year: creating a professional development curriculum that offers experienced and pedagogical support and community-building opportunities for faculty. Ideally, faculty would offer suggestions, contributions, and engagement regarding their…

This paper tells a story about the design, development and impact of a post-graduate Masters-level module aimed at (1) enabling groups of teachers within schools to develop innovative approaches to teaching and learning on the basis of their own Lesson Studies and (2) creating a school network of excellence for Lesson Study in the area as a…

Colleges and universities continue to experience growth in their online programs, yet retention, persistence, and graduation rates of adult online learners remain problematic. However, only some higher education institutions offer professional development specifically on teaching adult learners online to address the long-standing issue. This…

This teaching and training case demonstrates how gamification was adopted in the course design of the Tech Integration Coach Pathway, a professional development initiative for Texas adult education and literacy (AEL) staff and teachers to become technology integration coaches. The purpose of the course is to develop certified technology…

Purpose: This study aims to examine the factors influencing early education teachers' motivation, attitudes and beliefs toward science and continuing education. It also explores perceptions of parental involvement and cooperation among public and private institutions in Kosovo. Design/methodology/approach: This study adopted a quantitative and…

Increasingly, policymakers seek to improve the quality of teaching through curriculum innovations and continuing professional development (CPD) programmes. However, engagement by schools and teachers varies owing to mediating influences of neoliberal policies. In this article, we contribute to understanding how these tendencies affect…

The 48th annual conference of the Adult and Higher Education Alliance (AHEA) was held online and in person in March 2024. This year's conference theme is "Enriching the Adult Learner's Experience in Higher Education." The proceedings are comprised of the following papers: (1) Creating a More Humanized Online Learning Experience (Janet…

Teachers have a vital role in students' learning. This role is multifaceted in terms of their design skills and must be unpacked to clearly understand how teachers' daily routines differ with respect to instructional perspectives. This study introduces a comprehensive professional development (PD) program for teachers to build capacity in…

As adult educators recognize the need to incorporate digital skills instruction into their curriculum, the Illinois Digital Learning Lab, managed by Chicago Citywide Literacy Coalition, provides a unique professional development opportunity to help educators respond and adapt. The Lab empowers educators to become entrepreneurs, change-makers, and…

Opportunities for self-determined online professional development (OPD) are emerging, but their potential for increasing adult learners' agency is not yet fully realised. Faced with the problem of successfully designing a self-determined comprehensive evidence-based online numeracy resource for educators who are often time poor and do not engage…

The present study deals with systems of teacher education in several European countries -- specifically the Czech Republic, Slovakia, Germany, France and Finland. A comparative analysis of future teachers' preparation reveals a variety in many areas. We observe that the differences occur especially in admission process, qualification requirements…

The call for agricultural education programs to integrate more rigorous scientific and technology driven content has left many secondary agricultural education teachers unprepared (Baker, 2015). New content that addresses the changes in the agricultural industry has required secondary agricultural teachers to seek continuing professional…

Evaluating the impact of school-based continuing professional development (CPD), as with any other kind, is not without its challenges. This article reports on an evaluation of a CPD programme which was established to support implementation of a new primary school curriculum in Ireland. It examines what can be learned by comparing the views on the…

The National Curriculum in England states that science is considered a core subject, but there is a great deal of evidence that suggests it is considered differently. The Wellcome Trust (2017b) reports that many schools are spending less than the two hours per week on science recommended by the Association for Science Education (ASE), and studies…