Faculty development is essential to promote pedagogical innovation and the transformation of teaching practices. The faculty development model presented in this study was guided by three research questions about how scholars engage in institutionally held training opportunities for professional development; how scholars engage with and collaborate…

We share insights from a mixed methods study to describe the experience of educational developers participating in a community of practice (CoP). This CoP consisted of 19 leaders at eight institutions, serving collectively as facilitators of a hybrid, across-institutional, seven-week workshop series on course design for graduate students and…

This paper presents the outcomes of a small research project that sought to explore the value of a Staff Associate Scheme linked to the Centre for Learning and Teaching (CLT) in a post-92 university. The Associates are a group of academic and professional service staff seconded from their Schools and services for one day a week, usually for a…

This article discusses teachers' moral learning in professional learning groups and corresponding challenges for teachers' moral professionalism. A professional learning programme aimed as understanding the moral dimension of teaching was conducted. A framework for moral learning was developed based on a review of the literature of teacher…

We describe a longitudinal (5-year) researcher-supported initiative designed to strengthen the research-practice link (RPL) and serve as an effective form of situated professional learning and development (PLD) in adult second language programs. We facilitated the formation of and supported 9 professional reading groups of 6-12 instructors (N =…

Purpose: Driven by the need to deepen understanding of the mechanisms driving teacher collaboration for enhancing teacher learning and practices, this study aims to investigate the influence of collaborative organizational conditions, network intentionality and efficacy for leading curriculum learning on teachers' professional growth within the…

Professional learning communities (PLCs) have become the gold standard of teachers' professional learning. However, their success is far from guaranteed. Little is known regarding the processes that groups of learners undergo to become fully-fledged PLCs. This study followed a teachers' PLC over three years. It shows how the facilitator learned to…

Acknowledging that our professional development (or methods course) was not going as well as we had hoped was difficult. However, knowing what to do and correcting the problem was even more challenging. This article explains how we engaged teachers in helping us rethink our video club by listening to and acting on their ideas. Through "coffee…

Pedagogical metacognition, or the reflective and reflexive actions associated with teaching practice, strengthens the planning, monitoring, evaluation, and adjustment of teaching in higher education faculty. Learning communities are optimal environments to foster this active teaching reflection. This study incorporated pedagogical metacognition…

A networked learning community (NLC) comprises teachers from different schools engaging collaboratively in purposeful and sustained professional learning. Networked learning entails the construction of knowledge that is new to the members of the group by tapping their collective practitioner knowledge and the public knowledge base. Members can use…

Research on practice-based teacher education [PBTE], such as rehearsals or teaching simulations, assumes that preservice teachers [PSTs] prefer such practical approaches in comparison to more theoretical work. Few studies test this assumption or incorporate PSTs voices and perspectives on PBTE approaches. This study draws on survey data and…

Limited entrepreneurial training programs are offered in higher education that address the hurdles, issues, knowledge, and experiences of female entrepreneurs. In addition, few opportunities are available for the intrapersonal skill and self-efficacy development needed by female entrepreneurs to be successful. Few theoretical studies on female…

Discipline-based education research (DBER) constitutes bridging theoretical knowledge and educational practice to advance learning while accounting for the contextual features and nuances that are important to a discipline. DBER literacy enables faculty members to understand and apply evidence-based instructional strategies to advance student…

Purpose: This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014-2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS' nine essentials, including professional learning…

Although lesson study has been shown to improve the teaching and learning of mathematics, little research has focused on reasons for engaging in it from a teacher's perspective, particularly after sustained engagement with lesson study. This qualitative study reports on thirty-three teachers from the United States who were involved in twelve…