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Direct linkLucía Sánchez-Tarazaga; Paola Ruiz-Bernardo; Virginia Viñoles Cosentino; Francesc M. Esteve-Mon – Professional Development in Education, 2024
In recent decades, there has been growing concern about teacher preparation at university and the link to educational quality. As a result, higher education institutions have designed programmes to help faculty teachers further their development in their professional careers. However, the literature pinpoints a lack of empirical evidence on…
Descriptors: College Faculty, Beginning Teacher Induction, Faculty Development, Mentors
Corina González-Weil; María Isabel Reyes-Espejo; Paulina Bravo González; Felipe Acuña Ruz; Fabián Fernández Araneda – Professional Development in Education, 2025
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…
Descriptors: Foreign Countries, Secondary School Science, Secondary School Teachers, Science Teachers
Constraints Preventing Chinese EFL Teachers from Putting Their Stated Beliefs into Teaching Practice
Shi, Leimin; Delahunty, Janine; Gao, Xiaoping – Professional Development in Education, 2019
In China, developing students' overall communicative competence was set as the central goal of the current college English curriculum requirements since 2004. However, this goal has remained largely unfulfilled, particularly with regard to writing competence. This study proposes that the genre-based pedagogy in systemic functional linguistics may…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers
Labone, Elizabeth; Long, Janette – Professional Development in Education, 2016
The impact of quality teaching on student learning has led to an increased focus on professional learning to support and improve teacher practice. Review of the literature on effective professional learning suggests six elements that support sustained change in teacher practice; namely, focus, learning components, feedback, collaborative…
Descriptors: Foreign Countries, Faculty Development, Catholic Schools, Case Studies
O'Leary, Matt; Brooks, Val – Professional Development in Education, 2014
Successive governments in England have regarded classroom observation as an essential tool for monitoring and improving teacher performance. Despite its importance in national policy for teacher development, the impact of classroom observation on individual teachers, and on improving quality and standards in teaching and learning, remain…
Descriptors: Foreign Countries, Adult Education, Observation, Standards
Lauer, Patricia A.; Christopher, Debra E.; Firpo-Triplett, Regina; Buchting, Francisco – Professional Development in Education, 2014
A narrative literature review was conducted to identify the design features of effective short-term face-to-face professional development (PD) events. The 23 reviewed studies described PD with durations of 30 hours or less and involved participants in education or human service-related professions. Design features associated with positive impacts…
Descriptors: Literature Reviews, Professional Development, Time on Task, Program Design
