Artificial Intelligence (AI) is increasingly embedded in daily life, transforming how we process information, analyse data, and communicate. As AI enables new forms of interaction, educators need to assess its implications for teaching and learning. This study examines how AI tools, specifically ChatGPT, were integrated into preservice teacher…

This article examines the characteristics, implementation and contribution of narrative pedagogy to the professional development of novice teachers through the example of two case studies. A holistic analysis of each case reflects a narrative pedagogy model, which includes four stages of the teaching-learning process: telling a personal life…

Given the dyadic and multi-layered nature of professional relations, informal teacher learning mostly goes through complex, non-linear, and context-dependent professional interactions. Advice-seeking relationships (ASRs) are the most common form of informal interactions between teachers. However, due mostly to analytical constraints, little is…

Third sector organisations have been providing continuing professional development (CPD) for teachers in the UK in the field of global learning over decades. Given the patchy provision within initial teacher training, these organisations are the main source of support for teachers in helping their pupils engage with and respond to global issues.…

The move to include students with special educational needs (SEN) in mainstream education is one of the priorities of educational reform agendas in many countries. Also in Flanders (Belgium) the government's aim is to implement a more inclusive school system, but this faces some resistance from practitioners. This study examines the way in which…

As a source of social capital, teachers' professional networks have been linked in the research literature with professional learning. Social media platforms have increased teachers' professional networking opportunities, suggesting more space for informal learning. Capturing the experiences of 41 school teachers in Kazakhstan using thematic…

This qualitative case study examines how Chinese expert teachers use critical thinking strategies to seek opportunities for professional growth. Taking a practice-oriented perspective, we conceptualise teachers' critical thinking as a series of strategies for improving instructional practice, school engagement, and social service in situated…

Novice-expert interaction plays an important role in teacher professional development for Chinese vocational education and training (VET). Both Chinese and international research shows that expert-teachers' support is associated with the improvement of novice-teachers' teaching. However, insights into how exactly novice teachers learn with the…

Learning to teach out-of-field is a challenge that many teachers worldwide face at some time in their career. Whether they are motivated to seek formal professional development as additional qualifications in this area, however, depends on many factors. Alignment between the specific professional development needs of out-of-field teachers and the…

This paper aims at extending the understanding of principal leadership in support of teachers' development of robot-based pedagogy for students in a cross-school professional learning community (PLC) of Hong Kong's special education. Sixty representative teachers from over 30 special schools, that is 50% of the total number of special schools,…

In low- and middle-income countries, cascade models of teacher professional development are often used as routes to educational reform. In these models, external agents deliver professional development, which is then disseminated by in-country facilitators. However, little is known about how to support facilitators of professional development,…

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…

This paper explores the professional needs of pre-service teachers, their university tutor and in-service teachers in terms of their subject and pedagogical content knowledge. It does so through an examination of these professionals' participation in the learning experiences of children. The context for this participation is the children's…

The aim of this study is to establish an empirically substantiated professional development programme for teachers to become lead teachers who are able to support professional development of peers in times of curriculum innovation. The design of a professional development programme, participants' learning outcomes and their interrelatedness are…

This article presents insights from a study into instructor professional learning in vocational and professional education (VPE) in Canada. While most studies on instructor learning focus on learning through formal professional development programmes, this study specifically focuses on professional learning as it happens in day-to-day practice.…