Professional Learning Communities (PLCs) are valuable spaces for collaboration and reflection to promote the transformation of teaching practice and resilience to change. In PLCs that are sustained over time, trust-building is a key element. In Latin America, school systems and educational models are based on mistrust, which in Chile is consistent…

Personal epistemological beliefs play a key role in teacher engagement with professional learning, so consideration of epistemic cognition is integral to the designing of sustainable professional learning. This qualitative study uses Chinn et al's (2014) model of epistemic aims, epistemic ideals and reliable epistemic processes (the AIR model) as…

For investigating a comprehensive PLC framework, instruments are needed that capture the multi-layered PLC characteristics and that take into account the complex influencing educational context. Such instruments are currently lacking. This study aims at describing the development and validation of two qualitative classification instruments usable…

This paper aims to extend our understanding of the influence of school professional cultures and principal leadership effects on early-career teacher leadership aspiration, learning and development in the evolving hybrid of Western and Confucian cultures of Hong Kong. What are early-career teachers' aspirations of leadership development in…

Articulations of effective teacher professional development (PD) consistently foreground a focus on curriculum content and how best to teach it. Consequently, when teachers work together on pedagogy they typically work with colleagues who have similar specialisations, focusing on a specific subject or part of the curriculum. Arguably, however,…

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…

Although school and education system leaders can mandate teachers' participation in professional development activities, various school-related, teacher-related and student-related factors influence the degree to which professional development opportunities ultimately result in the desired teaching and learning impacts. This study examined…

A dominant paradigm for research on teacher professional development has centred teacher learning as created in and through practice. Critical scholars argue for the need to grapple productively with the complexities of teaching in the power-laden contexts of schooling. This involves continual reflection on the ways that teaching reinforces…

Building school capacity for teacher learning is the competitive advantage that leads to schools' sustained improvement. Literature has highlighted the importance of school capacity building. However, scant research has explored how schools in the specific contexts practically build their capacity for teacher learning. Using qualitative data…

Although the Universal Design for Learning (UDL) Framework has been effective in designing tools and lessons, implementation of the Framework to design entire learning environments possesses its own limitations in research. This paper describes a quasi-experimental study of the effects of a professional development program on teachers'…

Fostering the development of Professional Learning communities (PLCs) should be a priority for education because of their capacity to enhance teachers' professional development. However, in everyday educational (school) contexts studying and supporting the growth of PLCs is a complex endeavour. As a consequence, there is a lack of instruments for…

In this study, the professional learning of two groups of secondary mathematics teachers are compared as they participate in an education research project to explore the uses of iPads within formative assessment processes. Data from lesson observations, meetings and teacher interviews show how collaborative participation in a design research cycle…

The aim of this Norwegian study is to focus on challenges and possibilities concerning professional digital competence (PDC) for teacher education encountering students in transition between the position as private and professionals. Students need to gain a self-understanding of who they are and how to react in a profession where there few correct…

As new efforts seek to expand computer science education across the globe, there has been a widespread effort to prepare school teachers for teaching computer science to culturally and racially diverse students. This effort to center diversity and equity is notable as computer science courses are typically homogenous in terms of race and gender,…

Technology is becoming ubiquitous in daily life and intertwined with professional practice. With the growing prevalence of online and digital technologies comes an expectation of connectivity but this is not yet consistent in rural areas. For professionals working in rural settings digital technology opens opportunities to connect with their wider…