Whilst attendance at short, day-long courses or workshops features prominently in teachers' continuing professional development (CPD) profiles, research remains equivocal about their lasting impact. The present study addresses questions about the impact of short-course CPD in the context of a national CPD programme aimed at developing teachers'…

The purpose of this study was to investigate the characteristics of effective professional development and effective models of professional development as perceived by school teachers in the State of Qatar. This study is quantitative in nature and was conducted using a survey methodology. Means, standard deviations, t-test, and one-way analysis of…

The focus of this comparative qualitative study is on female teachers' experiences as teacher researchers in Canada and Turkey as they worked towards the completion of their postgraduate degrees in the midst of teaching full-time. Attending carefully to participants' accounts of time use during the research process revealed heavy time pressure as…

In South Africa, until recently, mentoring has not been formalized as part of school leadership induction programmes or of leadership professional development. However, the South African government identified mentoring as a distinctive aspect of its pilot leadership development programme for school principals. This programme signalled a shift from…