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Louise Sutherland; Lina Markauskaite; Ken Cruickshank – Professional Development in Education, 2023
It is difficult to identify direct causal relationships between school-based professional learning initiatives and changes in the participating teachers' competencies or their students' learning outcomes. This paper contributes a novel approach to examining the impact of such school-based professional learning by integrating the constructs of…
Descriptors: Curriculum Development, Faculty Development, Educational Cooperation, Science Curriculum
Jesacher-Roessler, Livia A. J.; Agostini, Evi – Professional Development in Education, 2022
After outlining the central role of leadership for individual and interorganisational learning in sustainable Professional Learning Networks (PLN), this article describes Austria's professional learning environment and professional learning (PL) within this changing field. In order to meet urgent institutional requests for sustainable PL, new…
Descriptors: Communities of Practice, Leadership Styles, Sustainability, Professional Development
Ling Zhang; Richard Allen Carter Jr.; Jihong Zhang; Tiffany L. Hunt; Christopher R. Emerling; Sohyun Yang; Fangjie Xu – Professional Development in Education, 2024
A considerable number of empirical studies have led researchers to identify key characteristics that indicate effective professional development (PD). However, few studies have attended to teacher perceptions of PD characteristics across international contexts. This article reported on an exploratory study utilising latent class analysis (LCA) to…
Descriptors: Teacher Attitudes, Faculty Development, Global Approach, Program Effectiveness
O'Brien, Shivaun; McNamara, Gerry; O'Hara, Joe; Brown, Martin – Professional Development in Education, 2022
This study explores the development and implementation of a professional development intervention for teachers in data-use as part of a whole school self-evaluation (SSE) process. A review of literature relating to professional development in general and data-use in particular informs the key features of the intervention which is tested in five…
Descriptors: Faculty Development, Program Development, Program Implementation, Data Use
Michiel Dam; Fred Janssen – Professional Development in Education, 2024
Many reforms in past decades have come and gone without having the desired impact on teaching practices. Two shared ideals that reforms have had are offering challenging content by using whole tasks and tailoring student guidance to what students need for effective learning. In this article, we aim to bridge the reform-practice gap by taking a…
Descriptors: Faculty Development, Teaching Methods, Educational Change, Secondary School Teachers
Hope Kitts – Professional Development in Education, 2024
As part of a larger critical discourse study, I share how engaging with critical texts and discussion was personally and professionally meaningful for participants, despite perceived limitations. To understand how critical pedagogy overlaps and conflicts with contexts of teaching in public schools, I facilitated discussion with teachers in…
Descriptors: Group Instruction, Study Skills, Faculty Development, Critical Theory
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
van der Want, Anna C.; Meirink, Jacobiene A. – Professional Development in Education, 2023
Since facilitators are considered to be crucial actors in teacher teams, the aim of this study is therefore to explore, observe and characterise actions of facilitators by means of detailed video-observations of facilitators during teacher-team meetings. Results show that facilitators' actions vary from passive-absent and passive-waiting to…
Descriptors: Teacher Collaboration, Facilitators (Individuals), Meetings, Faculty Development
Melissa Warr; Punya Mishra – Professional Development in Education, 2023
Scholars have called for considering professional learning (PL) through the lens of complexity. One lens for operating amidst complexity is design. Designers thrive in complexity because of the responsive nature of their work; a designer develops their practice in response to a particular situation, adapting as it changes. Thus, a design lens is…
Descriptors: Faculty Development, Design, Educational Practices, Reflection
K. Bret Staudt Willet – Professional Development in Education, 2024
Early career teachers (ECTs) face numerous challenges during their transition from preparation programmes into professional employment contexts. Social media platforms have created many new opportunities for teachers' ongoing professional learning by putting them in contact with other teachers from anywhere in the world. However, being connected…
Descriptors: Beginning Teachers, Experienced Teachers, Social Media, Communities of Practice
Julia L. van Leeuwen; Harmen Schaap; Femke P. Geijsel; Paulien C. Meijer – Professional Development in Education, 2024
Early career teachers (ECTs) are potential resources for educational innovation and development in schools. Innovative professional potential (IPP) emerges in interaction between ECTs and their school ecology. Using semi-structured timeline interviews, we explored 105 IPP experiences of 19 ECTs in the Netherlands, aiming to understand when and how…
Descriptors: Beginning Teachers, Foreign Countries, Teaching Experience, Secondary School Teachers
Eseta Tualaulelei; Christine Halse – Professional Development in Education, 2024
Every year, significant resources are devoted to the professional development of educators, warranting a closer evaluation of whether professional development is effective and where it can be improved. Focussing on professional development in intercultural and multicultural education, this article presents a scoping study of relevant literature to…
Descriptors: Faculty Development, Multicultural Education, Student Diversity, Language Usage
Matt Woodford; Andrew Clapham; Natasha Serret – Professional Development in Education, 2024
Whilst teacher professional development exists in an arena of competing discourses it is commonly underpinned by a dualistic philosophical perspective. Some argue that professional development could be improved within the dualist perspective whilst others suggest a monistic alternative championing unity and connection. In this paper we argue that…
Descriptors: Power Structure, Faculty Development, Mathematics Teachers, Teacher Attitudes
Xianhan Huang; Chan Wang; Si Man Lam; Peng Xu – Professional Development in Education, 2025
Teacher engagement is critical to teachers' professional learning, but its antecedents remain underexplored. In this study, we examined and confirmed the influence of teachers' job crafting on their engagement with their job. Based on data from 998 teachers, the results of structural equation modelling and bootstrapping confirmed that teachers'…
Descriptors: Teacher Attitudes, Self Efficacy, Teacher Behavior, Peer Relationship
Rebecca Cooper; Jared Carpendale; Blake Cutler; Amanda Berry; Ian Mitchell – Professional Development in Education, 2023
Highly Accomplished Teachers (HATs) think deeply about skilled pedagogy in ways that illuminate its complexity and the challenges of pedagogical change. The sophistication, breadth, and depth of their thinking often goes well beyond the way that teachers and their responses to professional development (PD) are typically positioned in the…
Descriptors: Barriers, Teaching Experience, Faculty Development, Teacher Competencies