Throughout the past decades, the profession of school leader has become more complex. To deal with these increasing complexities and the challenges school leaders encounter, it is important that school leaders are provided with effective professional development. However, research on school leaders' learning and professional development, and…

This case study involved an urban elementary school's implementation of a peer-observation professional learning protocol, collegial visits (CVs). The study sought teachers' perceptions of CVs as a professional learning format, whether CVs aligned with contemporary professional learning expectations, how and in what ways CVs influenced social…

Professional learning (PL) for inclusion is a key policy focus internationally, arising from a growing commitment to the goal of a rights-based approach to education for all. Transformative teacher PL for inclusion is paramount to this goal but it is a complex endeavour, as evidenced in the persistent knowledge-practice gap relating to inclusive…

Teachers face numerous challenges in their efforts to be pedagogically responsive to students' different learning needs. I extend scholarship in the field by exploring the potential of implementing a nuanced, collaborative intervention strategy called knotworking to facilitate teachers' ongoing professional development (PD). The heuristic of…

In this study, we introduce an analytic framework for effective professional development programmes (PDPs) that has been synthesised and derived from the literature. The framework acknowledges that certain design features concerning how to process the content as well as the methods to facilitate teachers' enactment are important but also…

This paper aims to extend our understanding of the influence of school professional cultures and principal leadership effects on early-career teacher leadership aspiration, learning and development in the evolving hybrid of Western and Confucian cultures of Hong Kong. What are early-career teachers' aspirations of leadership development in…

Articulations of effective teacher professional development (PD) consistently foreground a focus on curriculum content and how best to teach it. Consequently, when teachers work together on pedagogy they typically work with colleagues who have similar specialisations, focusing on a specific subject or part of the curriculum. Arguably, however,…

School principals play a key role in the creation and nurture of school conditions conducive to Professional Learning Communities (PLCs). In China, whereas the term PLC itself is an imported concept and rarely used by school practitioners, the precept of PLCs, collaborative teacher learning activities, are firmly embedded in teachers' daily work.…

This paper reports on the first part of a research case study that provided senior leaders and SENCOs in schools with an opportunity to reflect on, air and discuss professional practice issues in a confidential, non-judgemental setting. The project was evaluated using qualitative questionnaires at three stages of the project and via a thematic…

This article provides a concrete illustration of how teachers in a primary school in Singapore discuss students' learning in a lesson study cycle and grew professionally as a community. Specifically, we examined how collaboratively analysing students' work serves as a useful practice for teachers to learn to work with diverse learners. The…

Building school capacity for teacher learning is the competitive advantage that leads to schools' sustained improvement. Literature has highlighted the importance of school capacity building. However, scant research has explored how schools in the specific contexts practically build their capacity for teacher learning. Using qualitative data…

Although the Universal Design for Learning (UDL) Framework has been effective in designing tools and lessons, implementation of the Framework to design entire learning environments possesses its own limitations in research. This paper describes a quasi-experimental study of the effects of a professional development program on teachers'…

Teacher collaboration continues to be deeply grounded within effective professional development. Teacher teams, where small groups of teachers work together in teaching and learning, have become progressively more popular and are considered one of the most effective approaches to improvement and growth. However, teacher teams are situated within a…

The current study aimed to examine the perceptions of primary school teachers in different periods of their professional life regarding what constitutes professional development and their experiences with reformed professional development courses. Teachers (N = 45) were enrolled in the study from three professional life periods (entry-level,…

Technology is becoming ubiquitous in daily life and intertwined with professional practice. With the growing prevalence of online and digital technologies comes an expectation of connectivity but this is not yet consistent in rural areas. For professionals working in rural settings digital technology opens opportunities to connect with their wider…