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Excellence Is Not an Island: Team-Based Professional Development in Higher Education
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Hinojosa-Pareja, Eva F.; García-Cano, María – Professional Development in Education, 2023
This paper describes and analyses teacher professional development actions and learning within the context of Higher Education in a Spanish public university. Seven teachers from different areas of knowledge and with different levels of teaching experience in the university participated in the study. Individual class journals were interpreted…
Descriptors: Cooperative Learning, Faculty Development, College Faculty, Foreign Countries
"Promoting Participation through Visual Narrative Inquiry to Recreate Teacher Learning-Practice"
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Elia Fernández-Díaz; Carlos Rodriguez-Hoyos; Adelina Calvo-Salvador – Professional Development in Education, 2025
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…
Descriptors: Faculty Development, Foreign Countries, Teacher Collaboration, Teaching Conditions
The Participatory Dimension of Teachers' Self-Regulated Professional Learning about Learning Design: Beliefs versus Behaviours
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Persico, Donatella; Passarelli, Marcello; Manganello, Flavio; Gewerc Barujel, Adriana; Rodríguez Groba, Ana – Professional Development in Education, 2023
This study reports the outcomes of a survey investigating the beliefs and self-reported behaviours of a sample of 238 in-service school teachers in Italy and Spain concerning their self-regulated professional learning about the design of learning interventions, an activity generally referred to as Learning Design (LD). The study adopts the lens of…
Descriptors: Faculty Development, Metacognition, Cross Cultural Studies, Teacher Attitudes
Teachers' Positioning and Sense of Professionalism over the Implementation of Cultural Literacy as a Dialogic and Argumentative Practice
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Christiana Karousiou; Maria Vrikki; Maria Evagorou – Professional Development in Education, 2024
This paper examines the role of professionalism in teachers' change in practice related to dialogue and argumentation. Data were collected from 14 pre-primary and primary school teachers who participated in a professional development programme with an emphasis on promoting values such as tolerance, empathy, inclusion and social responsibility…
Descriptors: Cultural Literacy, Professionalism, Persuasive Discourse, Dialogs (Language)
Professional Development of Teacher Educators: What Do They Do? Findings from an Explorative International Study
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Van der Klink, Marcel; Kools, Quinta; Avissar, Gilada; White, Simone; Sakata, Tetsuhito – Professional Development in Education, 2017
The attention being devoted to teacher educators as professionals and their professional development is unquestionably increasing. Whilst much of that attention is being directed at teacher educators in different countries, international comparisons have been quite rare to date. The research question addressed in this study was: "Do…
Descriptors: Faculty Development, Teacher Educators, International Studies, Comparative Analysis
Promoting Professional Learning through Ongoing and Interactive Support: Three Cases within Physical Education
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Hastie, Peter Andrew; MacPhail, Ann; Calderón, Antonio; Sinelnikov, Oleg Anatolievich – Professional Development in Education, 2015
This paper reports on three cases where university teacher educators have provided an ongoing and interactive support system for teachers learning a particular curriculum and instructional model in physical education in their own schools. Located in diverse contexts (Ireland, Spain and Taiwan), each of these initiatives was grounded in the idea…
Descriptors: Foreign Countries, Teacher Educators, Physical Education, Teacher Education