In this study, we introduce an analytic framework for effective professional development programmes (PDPs) that has been synthesised and derived from the literature. The framework acknowledges that certain design features concerning how to process the content as well as the methods to facilitate teachers' enactment are important but also…

The concept of professional learning communities (PLCs) has received considerable attention in research as well as in school practice since the late 1990s. PLCs have been positively associated with a variety of outcomes for both teachers and students, but differences in the way the concept is operationalised, and the fact that most of the research…

This study investigates teachers' understanding of how conversations between colleagues can promote the development of knowledge. Its purpose is to supplement previous research in the field of knowledge processes in respect of conversation as an integral part of teachers' everyday work. On the basis of interview data obtained from teachers in a…

School improvement efforts rely on teachers' capacity for professional development and learning. We investigate the kind of roles taken by early career teachers (ECTs) with a master's degree from a research-based teacher education programme in relation to professional learning and school development in Norwegian schools after five years in the…

This article presents findings from a study examining teacher talk in the early and late phases of a 4-year project in a Norwegian elementary school where Lesson Study was used as a method for professional development. The study focuses on inclusive and adapted education and aims to explore the changing beliefs about student needs and the…

Current literature suggests that while teacher educators perform a multitude of complex roles, they receive minimal preparation or possibilities for professional development to fulfil these roles. As a result, they need to acquire relevant knowledge and skills after taking on the position of teacher educators. Therefore, it is important to learn…

This study explores the processes of collaborative teacher learning in a Lesson Study group at a lower secondary school in Norway. In this context, teacher learning is understood from a sociocultural perspective, as making sense of the world, solving problems and exploring new perspectives through social interaction. Audio-recorded teacher…

There is often a fragmentation between campus-based theoretical preparation of pre-service teachers and their practice in schools supported by school-based mentors. One of the fragmentation issues is related to how school-based teachers being mentors for pre-service teachers consider themselves as teachers and as 'teacher educators'. Thus, school…

The current study is a collective self-study on how we as 15 teacher educators at a university in Norway tried to improve our teaching through working with cases with the aim of better supporting student teachers in making links between theory and practice. We wanted to address the common criticism in teacher education concerning a perceived gap…

In this article we present an embedded case study focused on the learning activities provided for and by us through our involvement in an international forum focused on the professional development of teacher educators. The aim of this research was to gain more insight into the complicated processes of professional learning across national…

This study investigates how work placement contributes to the integration of practical skills and theoretical knowledge in teacher education. The lack of connection has commonly been criticised in teacher education as well as in other professional studies. The aim of the study is to gain a deeper understanding of how practicum interacts with the…

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…

In this paper, we investigate a new national collaborative Benchlearning program for principals in Norway and Sweden. Four process leaders have been running the program. The aim is to give the participants the knowledge to develop a leadership practice and school environment that are more innovative. The program includes theoretical inputs,…

This article focuses on the processes that come into play as part of a school development project and how these processes contribute to strengthening teacher professionalism. Through processes of consciousness raising and the development of learning cultures where tacit knowledge becomes explicit and shared, and new practices are tested out and…

Despite group coaching being used to facilitate goal-focused change in a range of organizational contexts, there is little research evidence of its use or efficacy in continuing professional development programs for educational leaders. In the first part of this article we define coaching and consider the benefits and challenges of several forms…