Publication Date
| In 2025 | 6 |
Descriptor
Source
| Professional Development in… | 6 |
Author
| Adelina Calvo-Salvador | 1 |
| Assel Sharimova | 1 |
| Bin Zhou | 1 |
| Carlos Rodriguez-Hoyos | 1 |
| Danielle Sodani | 1 |
| Delfina D'Alfonso | 1 |
| Elaine Wilson | 1 |
| Elia Fernández-Díaz | 1 |
| I. Blau | 1 |
| Jermain Griffin | 1 |
| Mariana León | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 6 |
Audience
Location
| China (Shanghai) | 1 |
| Israel | 1 |
| Jamaica | 1 |
| Kazakhstan | 1 |
| Panama | 1 |
| Spain | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkWangbei Ye; Bin Zhou – Professional Development in Education, 2025
This study aims to portray Master Teachers' experience of teacher professional development in post-1976 China. Interview data were collected from 22 Master Teachers from Shanghai in 2019-2020. Analyses of the findings revealed that these Master Teachers experienced three historical stages of teachers' professional development in China: a…
Descriptors: Foreign Countries, Master Teachers, Faculty Development, Educational Change
Nadia De León Sautú; Mariana León; Delfina D'Alfonso; Nyasha Warren; Jermain Griffin; Danielle Sodani – Professional Development in Education, 2025
Many references to coaching, feedback and reflection, collaboration, and monitoring can be found as an essential component of effective teacher continuing professional development (CPD) in various contexts (Desimone 2009, Avalos 2011, Orr etal. 2012, Psychoyos 2012, Kourany 2017, Darling-Hammond et al. 2017, De León 2017); however, the results of…
Descriptors: Foreign Countries, Faculty Development, Barriers, Access to Education
O. Avidov-Ungar; S. Hadad; T. Shamir-Inbal; I. Blau – Professional Development in Education, 2025
This mixed-method study is based on interviews with 60 elementary-school teachers who participated in TPD (Teacher professional development) during two periods of the COVID-19 pandemic. Teachers were in early, middle and senior career stages. Teacher statements revealed three categories: (1) Informal and formal TPD -- without appropriate formal…
Descriptors: Elementary School Teachers, Faculty Development, COVID-19, Pandemics
Tashane K. Haynes-Brown – Professional Development in Education, 2025
This article examines the significance of professional development (PD) in shaping the beliefs undergirding teachers' classroom practices specifically learner-centred and teacher-centred beliefs, ICT beliefs and use of Information and Communication Technology (ICT). It highlights key considerations for designing and implementing PD grounded in…
Descriptors: Teacher Attitudes, Beliefs, Attitude Change, Faculty Development
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
Assel Sharimova; Elaine Wilson – Professional Development in Education, 2025
As a source of social capital, teachers' professional networks have been linked in the research literature with professional learning. Social media platforms have increased teachers' professional networking opportunities, suggesting more space for informal learning. Capturing the experiences of 41 school teachers in Kazakhstan using thematic…
Descriptors: Social Capital, Communities of Practice, Social Networks, Social Media
