The purpose of this research was to investigate secondary teachers' perceptions of professional development. Results indicated that although teachers perceive professional development as a tool for learning, teacher leadership, data analysis, and collaboration are needed to increase its effectiveness. Results of teachers' perceptions may be used…

Based in a time of major curriculum reform, this article reports on a qualitative case study of teacher professional development (PD) in the Republic of Ireland (ROI). Five mathematics teachers in an Irish secondary school were introduced to and participated in successive cycles of school-based lesson study (LS) over the course of one academic…

A Performance and Development Framework has been introduced by the New South Wales Department of Education, the largest provider of schooling in Australia, during a period of unparalleled reform. Engagement with the Framework is mandatory for all the Department's teachers, and is linked to improving student outcomes through enhanced teacher…

This article interprets data from qualitative research into intergenerational learning (IGL) among teachers at Czech primary and secondary schools. The objective of the text is to answer the question: "What are teachers of different generations learning from one another in schools and in what ways does this learning take place?" Drawing…

This study explores the link between individualized, job-embedded professional development and teacher evaluation. Moreover, the study explores and describes job-embedded strategies that principals used to facilitate teacher development while working within a state-mandated evaluation system. The theoretical frame utilized four elements of…

Teacher professional learning (PL) is viewed by governments, bureaucracies and school systems as important for improving teaching quality and effectiveness. This new enthusiasm, however, is set against a history of professional development in schools of marginal benefit. In response to this history, education authorities are interested in PL that…

This multiple-case study design with embedded units of analysis examined a two-year professional development (PD) program in which two rural districts received at least 90 hours of PD. This PD was provided through an Investing in Innovation (i3) grant that the United States Department of Education awarded to the National Writing Project. Two of…

This paper reports the outcomes of a "lesson study" project conducted in a mathematics department with four serving teachers in a secondary school in England. Using Dudley's lesson study framework and drawing on Hargreaves and Fullan's notion of professional capital, the feasibility and value of collaborative lesson study as a vehicle…

This ongoing longitudinal study examined the professional development of physical education teachers in an Irish physical education learning community where all teachers worked in inner-city disadvantaged schools. This research is framed within teacher empowerment. Four years of data collection included in-service seminar/workshop evaluations,…

Professional learning communities are receiving increasing attention within the schooling sector but empirical research into their development and use within early childhood education contexts is rare. This paper reports initial findings of an exploratory study into the development of professional learning communities in New Zealand's early…

Research on teacher professional development is extensive but there are fewer studies about the practitioners who facilitate professional development. Here we report on a pilot programme for professional development facilitators rooted in a cycle of action research. Informed by a categorisation of professional knowledge and skills of facilitators,…

Engagement in practitioner inquiry by classroom teachers is a promising mechanism for teacher professional learning. While much has been learned about the positive role inquiry can play in traditional professional development efforts, we know less about the impact of inquiry in a rapidly advancing technological age that includes the proliferation…

This study examined processes at the core of teacher professional development (PD) experiences that might positively impact teacher learning and more specifically teacher change. Four processes were considered in the context of a PD program focused on student mathematical errors: analysis of students' mathematical misconceptions as a lever for…

Lesson demonstration within the context of school-based coaching can give teachers practical examples of a new curriculum in action, thereby reinforcing the key messages introduced in initial in-service training. At the same time, the demonstration needs to be sufficiently invitational so that teachers feel positively about the new programme and…

This paper considers the implications of UK policy approaches to ICT (Information Communication Technology) in education by exploring the views of early years (0-8 years) educators about their ICT CPD (continuing professional development) needs. UK policy approaches to ICT may be visualised as a "house that Jack built." The policies are…