Amidst societal, demographic and educational changes, teachers are expected to engage in professional development and learning (PDL) throughout their careers. This study explores school teachers' mental models about their work in the framework of Senge's learning organisation, aiming to support their PDL during curriculum reform and organisational…

Feedback is an expected and essential part of academic work; however, giving and receiving feedback often causes angst and distress, an aspect not often addressed. To foster conversations about feedback for teaching development, we developed an interactive event designed to explore and practice giving and receiving feedback. A mixed-methods…

By innovatively applying positioning theory with reference to a framework of willingness, capability and power, this study explored how pre-service teachers' professional identities dynamically change through the negotiation of various positions. A qualitative approach was adopted using data from six Hong Kong pre-service teachers in a teacher…

This article focuses on the learning activities provided for ten experienced teacher educators from six teacher education institutions in Ukraine. The authors examine how teacher educators approach professional development when introducing a new interdisciplinary course in teacher education programmes Methods of Teaching the interdisciplinary…

Using social constructivist theories of adult learning and complexity thinking perspectives, a long-term, multi-tiered professional development (PD) programme was designed, implemented and evaluated at Qatar University. This qualitative study explored the systems of influence on 24 university teachers' professional agency for learning and leading…

This paper focuses on the progress of a current participatory action-research project which aims to analyse the use of visual narrative research in the continuing education of teachers to promote collaboration between different agents and help rethink the actions that commit universities to educational and social transformation. A mixed group of…

Drawing on evidence from a series of projects that explored the value of professional development in promoting inclusive practices in Latin American countries, this paper concludes that there is untapped potential in schools that can be mobilised. It points to a series of promising approaches that builds on this potential. The paper also throws…

Although the benefits of co-teaching are emphasised in the literature, implementing it is still problematic. Teacher training is necessary to change attitudes and encourage its use, but training alone is not enough. Opportunities to practice it must exist to appreciate the benefits for both pupils and teachers. This study focuses on pre-service…

Research on professional development (PD) in higher education settings is still scarce and little is known about how contextual factors influence PD of English as a foreign language (EFL) lecturers. Employing a transcendental phenomenological approach, this study seeks to extend research on this topic in order to understand how PD currently…

In-service professional development aims to change what experienced teachers do and think, using innovations to improve teaching and learning. Teachers' beliefs and classroom practice are linked, but how they interact is less certain, and how they are changed by professional development is presented in the research literature by various models:…

This paper explores the role of teacher educators in schools and universities in England and the changes that have arisen within the field of initial teacher training (ITT) as a result of the Coalition Government's (2010-2015) School Direct initiative. The discussion which follows and the conclusions suggested are live, current and of pivotal…

This article is a descriptive analysis of the local impact of a national school/university partnership programme in Scotland. Starting from a high-level report on improving teacher education, a series of recommendations was filtered through various stages and agencies until local providers (local authorities and higher education institutions) were…

The Change Laboratory methodology offers the potential to support expansive learning in preservice bilingual teacher education. This qualitative case study examines how ten preservice Chinese and Korean bilingual teachers, who participated in a Change Laboratory intervention, engaged one of the major Change Laboratory instruments, the four-field…

Teachers today operate in highly politicized accountability environments where quick results, typically measured by K-12 test scores, are demanded. Although focusing on student learning outcomes is critical, equally essential is assuring that teacher learning opportunities which can strengthen instruction are available to teachers. A decade ago,…

This qualitative study explored how two early-career teacher educators analysed and challenged pedagogical approaches within their curriculum methods courses via the collaborative self-study methodology. Our critical friendship revealed similar problems of enactment and tensions in our pedagogies of teacher education, despite the differences in…