Reflective practice enables teachers to examine their personal and professional actions and learn from their lived experiences. The study explores teachers' conceptualizations of reflective practice, its applications, challenges, and opportunities for being and becoming professionals. The overarching research question guides this article--how do…

Professional learning and growth for teachers is essential for effective teaching and the learning of students. Teachers receive formalized professional learning at the beginning of their careers through structures such as teacher education and induction programs. Beyond the novice years, professional growth opportunities for teachers vary and can…

Purpose: Most of the current literature investigates workplace-based formal and informal learning separately; thus, the relationship between these two types of learning remains unclear. This study aims to fill this research gap, drawing on self-determination theory to bridge teachers' formal and informal learning and uncover the relationship…

Professional Learning Communities (PLCs) are valuable spaces for collaboration and reflection to promote the transformation of teaching practice and resilience to change. In PLCs that are sustained over time, trust-building is a key element. In Latin America, school systems and educational models are based on mistrust, which in Chile is consistent…

In light of the growing diversity in U.S. schools, this case study explored how sustained professional development (PD) centered around assets-based approaches can shape the dispositions of teachers of culturally and linguistically diverse (CLD) students. The study followed 84 in-service teachers who completed a 2-year intensive TESOL…

School turnaround initiatives are top-down in nature and tend to relegate students and teachers to passive roles rather than empowering them as central change agents in school improvement. The purpose of this qualitative Action Research study was to investigate and deepen the use of student feedback to improve teaching and learning experiences and…

The initial period of young teachers' careers is always significant in developing their professional capability. This is when teachers start coming into contact with practical teaching, which is more diversified than the theoretical training at the University. In this research, the authors propose a process of combining the Lesson Study model with…

Teacher professional development (TPD) programs are increasingly using video recordings of teaching practice to develop teacher capacity and foster student learning. However, consensus has yet to be reached about how to utilize video recordings in TPD for physical education (PE) teachers. We used semi-structured interviews and evaluations of PE…

Coaching is increasingly emphasised as a promising feature of professional development, yet concrete understanding of this complex process is lacking. This study investigates an observation-based coaching process by interviewing coaches and teachers from a three-year longitudinal PD programme. Findings indicate that coaches often supplemented…

The main objective of the study was to examine the implementation of Professional Learning Communities (PLCs) in Malaysian secondary schools. The study was conducted by using quantitative method whereby a total of 971 principals, senior assistants and teachers were involved in the survey. The descriptive statistical analysis was employed to obtain…

This study examines how reflective practices can be an effective strategy in enhancing in-service teachers' Technological Pedagogical Content Knowledge (TPACK). The participants were two English teachers in high schools in Indonesia who designed and implemented technology-integrated lessons after participating in a professional development…

This book offers a selection of stories about teaching, learning, and school life that you can use in a variety of PD formats and settings. Grouped into four categories--students, teachers, administrators, and parents--these tales offer a powerful entry point for thinking and reflecting on your school environment in a new and meaningful way. Each…

The student teacher usually learns their trade under the guidance of a mentor during teaching practice. Reflections usually take place after the mentor's observation of the student´s lesson, and take the form of an interview between the two participants. Recently, video recordings have been used advantageously to add an extra dimension to such…

In Malta, most science teachers are likely to have a teaching degree level qualification in one science subject. When teaching science in the first two years of secondary school they will be teaching outside their area of science specialism, that is teaching a subject/s that was not studied at degree or Advanced level. A study was conducted to…

This qualitative study was designed as a single-case study of a small, public, teacher education program in the Midwest. The author conducted a study on the perceived role of a "critical friends group" (CFG) in the development of beginning secondary teacher candidates' understandings and practices of reflective practice. Three main types…