Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teacher personal characteristics account for only part of this differentiation in learning, and there are unanswered questions regarding how organisational…

This paper describes an Online Teaching Lab model that incorporates elements of lesson study and studio model for teacher learning. We focus on changes in design and facilitation decisions of two specific Online Teaching Labs and study differences in teachers' verbal and written responses to better understand how the process supports teacher…

In this paper we examine American inservice teachers' instructional methods in reading comprehension following professional development (PD), illustrating the prolonged and significant gap between research and practice in the field of reading comprehension. We explore this gap from a conceptual change perspective, positing that some level of…

While studies have shown that mentoring is essential to the development of new teachers, fewer investigations have examined what mentors learn about themselves and about mentoring through this role. In this study, the conversations between 13 mentors and their mentees were analysed, along with mentor self-evaluations and focus group data, over two…