This qualitative historical single-case study examines how a practitioner-directed approach to professional development for teachers resulted in successful technology integration in a newly unified school district in California's Central Valley. The study details the process of creating and implementing a professional development plan for newly…

The purpose of this study was to investigate leadership practice of school principals and cluster supervisors in implementing continuous professional development (CPD) program. School principals (14) and cluster supervisors (4) were included in the study using comprehensive sampling techniques. A total of 305 teachers were selected from 14…

This paper advances the discourse on school-university partnerships by considering the challenges of implementing a project to support the professional development of teachers through the use of video-mediated lesson observation within such a partnership network. The project discussed here was initially established by teacher-educators and located…

The purpose of this study was to examine the practices and challenges of school-based teachers' continuous professional development implementation in secondary schools of Hawassa City Administration. The study employed a descriptive survey design with both quantitative and qualitative method. The sampling technique used in the study was…

The purpose of this study is to examine and compare the state of provision of continuing professional development (CPD) for vocational teachers and trainers across nine different countries: Albania, Algeria, Belarus, Kosovo, Moldova, Montenegro, Serbia, Tunisia and Turkey. However, rather than simply investigating CPD, the study examines CPD in…

This article draws on data from an action research project carried out in a lower secondary school environment in the Czech Republic. The project involved the implementation of a teacher professional development programme aimed at transforming teacher-student communication and reinforcing opportunities for student participation in classroom…

Research in education and physical education has emphasized the need for continuing professional development (CPD) programs that are aligned with best practices. More specifically, scholars interested in teaching personal and social responsibility (TPSR) have emphasized the need to examine teachers' CPD. The purpose of this study was to provide a…

Teacher transition between year levels is common practice in many primary schools in New Zealand; however, it is not always perceived as an opportunity for teachers' continuing professional development (CPD). This article reports on a case study that explored four primary school teachers' experiences of transition between year levels. The teachers…