This paper examines the relationship between educators' epistemic character and their professional responsibilities, arguing that the role of educator carries unique epistemic obligations. Drawing on virtue epistemology and the ethics of belief, Jeff Standley contends that these obligations stem from education's core epistemic aims: cultivating…

The adoption of service and community-based learning can be a challenge across college campuses. Some units or departments might embrace the approach, while others believe it cannot be done in their discipline. Despite being shown to offer benefits for learning and retention, recruiting faculty participation in service and community-based learning…

Coaching is a form of professional learning that can contextualize learning and personalize the development of knowledge and skills to improve professional practice and the student experience. Coaching for equity-oriented continuous improvement needs be defined differently than instructional coaching since the schools are focused on changing…

Proponents of the "teach the teachers" approach to information literacy, in which librarians concentrate on teaching the faculty to teach information literacy, have argued that it could potentially result in the increased integration of information literacy into the curriculum. However, more discussion of this model as a path forward for…

Mentorship plays a pivotal role in the development of faculty, across areas of academic and professional achievement. Faculty mentor programs exist to support and advance faculty through a variety of models and levels. As an introduction to the special section on faculty mentorship and mentor models, the authors examine the critical importance of…

Research has shown the importance of family-school collaboration in promoting positive student outcomes, but also the lack of satisfaction and trust on the part of both teachers and family members, especially with cross-cultural interactions. A key barrier is the lack of teacher professional development regarding research-based practices and…

Frameworks for professional learning offer models of progression that analyse and describe changes in learner behaviours and practices. This paper argues that frameworks for teacher professional learning offer theoretical models that can enhance teachers' agency in their own development. Teachers' use of two primary science frameworks are…

Rural schools face unique challenges providing high-quality professional development opportunities due to barriers such as geographic isolation and limited resources. This article provides information on three coaching models, eCoaching, iCoaching, and teacher dyad coaching. Each model has the potential to leverage technology to ameliorate…

This paper reviews the key conceptual models used in research on teacher development, in particular examining the strengths and limitations of expertise and career development models. The expertise development of a teacher is generally classified into several stages; novice, beginner, competent, skilled, and expert, while teacher career…

Twenty-first century problems have forced international policymakers to consider how education might be reimagined so that citizens have the knowledge and skills to respond to the known and unknown challenges ahead and take an active role in the creation of future societies. While it has been suggested that problem-oriented curricular and…

The MyTeaching Partner-Secondary (MTP-S) coaching program for middle and high school teachers builds on research studies about effective coaching that have shown positive effects on teacher and student outcomes. For the past five years, Learning Forward has engaged in a project led by the American Institutes for Research (AIR) to better understand…

Purpose: The purpose of this article is to debut a novel initiative that could potentially optimize resources that are currently constrained but, if unleashed, could help ameliorate the science, technology, engineering and mathematics teacher shortage. The initiative involves the reconceptualization of the National Network for Educational Renewal…

What does it mean for teachers to "know their subject matter" and what are--or might be--the sources of teachers' knowledge? The article contends that there is an underutilized potential resource for Jewish teachers that Judaica scholarship about classic texts may offer to pedagogy. The article examines, as a model, the Rabbinic…

This chapter explores leadership education as a professional role and developmental journey, and proposes a framework of leadership educator professional development.

The study of educational leadership suffers from a lack of precision in definition of key concepts (Modeste et al., 2020; Wang, 2018). This is particularly true for teacher leadership (Wenner & Campbell, 2017) where the core leadership practices that teacher leaders engage in are collaborative in nature and take many forms, including mentoring…