Within professional development (PD), reflection is recognised as a key ingredient to developing high quality practice, however less is known about the context and mechanisms needed to enable this in early childhood education and care (ECEC) settings. This article explores video enhanced reflective practice (VERP), an innovative model of…

Technological affordances have shown promising potential in advancing the delivery of corporate learning programmes designed for professional leadership development. However, there is a considerable challenge in evaluating learners' skill acquisition, with most of the past research relying on pre- and post-tests or other forms of self-reports to…

This study used a mixed-methods explanatory design and Mezirow's transformative learning theory to explore the experiences of new school principals in a professional development leadership program and its influence on their self-efficacy as leaders in a Midwestern urban K-12 school district. Surveys, semi-structured interviews, reflection notes,…

Throughout the past decades, the profession of school leader has become more complex. To deal with these increasing complexities and the challenges school leaders encounter, it is important that school leaders are provided with effective professional development. However, research on school leaders' learning and professional development, and…

This report presents a multi-case qualitative research study on how to support teacher professional learning and development of their digital competence, through a self-reflection process using SELFIEforTEACHERS (SfT). The study investigated how SfT can be used in different settings and what factors, enablers and barriers affect its effective…

Background: K-12 students have experienced increases in the amount of hate crimes and prejudice they encounter. School counselors are well-positioned to reduce oppression in schools, but often lack the means to develop advocacy skills that would do so. Objectives: We implemented the School Counselor Equity Fellowship (SCEF), a yearlong…

This study analyzed the development of an electronic portfolio (i.e., ePortfolio) program designed to promote and assess reflection and engaged learning for participants in a summer internship program. Over the course of eight weeks, 12 undergraduates reflected weekly on their internships through their ePortfolios both in writing and through…

To aid school librarians in nurturing inclusive learning communities, AASL [American Association of School Librarians] tasked a 2019 ALA [American Library Association] Emerging Leaders team with developing a guide of reflection activities and resources based on the Include Shared Foundation in the National School Library Standards. The…

The school librarian has a critical role to play in the 21st-century school learning environment. However, because of the constant changes in K-12 school environments and the difficult decisions administrators must make about allocating money to best help students, school librarians must rigorously document their professional growth and impact.…

More than ever, mathematics coaches are being called on to support teachers in developing effective classroom practices. Coaching that influences professional growth of teachers is best accomplished when mathematics coaches are supported to develop knowledge related to the work of coaching. This article details the implementation of the…

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…

Objective: In the past decade, several authors have advocated that formative assessment programmes have an impact on teachers' knowledge. Consequently, various requirements have been proposed in the literature for the design of these programmes. Only few studies, however, have focused on a direct comparison between programmes with respect to…

The feedback provided to teachers by their supervisors, in preservice and in-service settings, is considered to be essential to teacher learning. Incorporating video records into these mentoring sessions has been shown to trigger the cognitive dissonance needed to help teachers explore the gaps between their intentions and their actual behaviors.…

Environmental factors, personal experience, and social interactions influence the development of teacher candidates' views of teachers' roles in school and society (Rose, Monda-Amaya, & Preast, 2018). This is especially true when we consider the unique needs of each generation of teachers. Ecological systems theory and social cognitive theory…

The creation of ePortfolios as a capstone project for school counselors-in-training has many benefits for the students, instructors, and program. However, there can be tension due to misalignments in goals and lived experiences of the ePortfolio even when the students find ePortfolios useful. This paper explores this tension between instructor…