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Showing 1 to 15 of 28 results Save | Export
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Ann MacPhail; Deborah Tannehill; Rebecca Ataman – Professional Development in Education, 2024
We contend that the notion of critical friend is a legitimate consideration with respect to considering how to most effectively encourage professional relationships that support and enhance professional learning and development (PLD). This paper will firstly consider an overarching framework of professional relationships and define…
Descriptors: Friendship, Professional Development, Interpersonal Relationship, Role
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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
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Douglas P. S. Andrews – Professional Development in Education, 2024
Teachers face numerous challenges in their efforts to be pedagogically responsive to students' different learning needs. I extend scholarship in the field by exploring the potential of implementing a nuanced, collaborative intervention strategy called knotworking to facilitate teachers' ongoing professional development (PD). The heuristic of…
Descriptors: Foreign Countries, Elementary School Teachers, Professional Development, Teacher Collaboration
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Huijboom, Fred; Van Meeuwen, Pierre; Rusman, Ellen; Vermeulen, Marjan – Professional Development in Education, 2021
For investigating a comprehensive PLC framework, instruments are needed that capture the multi-layered PLC characteristics and that take into account the complex influencing educational context. Such instruments are currently lacking. This study aims at describing the development and validation of two qualitative classification instruments usable…
Descriptors: Communities of Practice, Professional Development, Teacher Collaboration, Classification
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Szeto, Elson – Professional Development in Education, 2022
This paper aims to extend our understanding of the influence of school professional cultures and principal leadership effects on early-career teacher leadership aspiration, learning and development in the evolving hybrid of Western and Confucian cultures of Hong Kong. What are early-career teachers' aspirations of leadership development in…
Descriptors: Teacher Leadership, Foreign Countries, Teacher Administrator Relationship, Teacher Attitudes
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Gore, Jennifer; Rosser, Brooke – Professional Development in Education, 2022
Articulations of effective teacher professional development (PD) consistently foreground a focus on curriculum content and how best to teach it. Consequently, when teachers work together on pedagogy they typically work with colleagues who have similar specialisations, focusing on a specific subject or part of the curriculum. Arguably, however,…
Descriptors: Professional Development, Teaching Methods, Communities of Practice, Collegiality
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Haiyan, Qian; Allan, Walker – Professional Development in Education, 2021
School principals play a key role in the creation and nurture of school conditions conducive to Professional Learning Communities (PLCs). In China, whereas the term PLC itself is an imported concept and rarely used by school practitioners, the precept of PLCs, collaborative teacher learning activities, are firmly embedded in teachers' daily work.…
Descriptors: Communities of Practice, Principals, Administrator Role, School Administration
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Jiang, Heng; Choy, Ban Heng; Lee, Christine Kim-Eng – Professional Development in Education, 2020
This article provides a concrete illustration of how teachers in a primary school in Singapore discuss students' learning in a lesson study cycle and grew professionally as a community. Specifically, we examined how collaboratively analysing students' work serves as a useful practice for teachers to learn to work with diverse learners. The…
Descriptors: Expertise, Professional Development, Mathematics Teachers, Elementary School Teachers
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Shi, Lijuan – Professional Development in Education, 2022
This study uses positioning theory to explore the reasons for Chinese learning assistants' misalignment with school pedagogical ideology and their resistance to professional learning at an international English-Chinese dual-language school. This study reveals that inconsistencies between three types of positioning practices (other-positioning,…
Descriptors: Bilingual Education, Professional Development, International Schools, Ideology
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Lipscombe, Kylie; Buckley-Walker, Kellie; McNamara, Peter – Professional Development in Education, 2020
Teacher collaboration continues to be deeply grounded within effective professional development. Teacher teams, where small groups of teachers work together in teaching and learning, have become progressively more popular and are considered one of the most effective approaches to improvement and growth. However, teacher teams are situated within a…
Descriptors: Teacher Collaboration, Team Teaching, Professional Development, Teaching Conditions
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Dalby, Diane – Professional Development in Education, 2021
In this study, the professional learning of two groups of secondary mathematics teachers are compared as they participate in an education research project to explore the uses of iPads within formative assessment processes. Data from lesson observations, meetings and teacher interviews show how collaborative participation in a design research cycle…
Descriptors: Professional Development, Secondary School Teachers, Mathematics Teachers, Mathematics Education
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Johnson, Chrystal S.; Sdunzik, Jennifer; Bynum, Cornelius; Kong, Nicole; Qin, Xiaoyue – Professional Development in Education, 2021
We describe the impact of an African American history centred collaborative teacher study group (CTSG) professional development experience on the cultural competence of 20 secondary Social Studies and English Language Arts educators. Using mixed methods, baseline data indicated slight movement from the colourblind to the cultural pre-competence…
Descriptors: Cultural Awareness, Culturally Relevant Education, Communities of Practice, Teacher Collaboration
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Teräs, Hanna – Professional Development in Education, 2016
Enhancing teaching quality has become a priority for many universities. The need for high-quality professional development for university teachers is therefore crucial. Earlier research has indicated that isolated workshops often fail to result in significant changes in teaching practice. It has been suggested that the desired transformation…
Descriptors: Professional Development, Higher Education, Electronic Learning, Personal Narratives
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Lofthouse, Rachel; Thomas, Ulrike – Professional Development in Education, 2017
Teachers are often encouraged to work in partnerships to support their professional development. In this article we focus on three forms of working partnerships based in English secondary schools. Each has an intended function of developing teaching practices. The cases of mentoring, coaching and an adapted lesson study come from both initial…
Descriptors: Teaching Methods, Teacher Attitudes, Partnerships in Education, Mentors
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Jarvis, Sal; Bowtell, Julie; Bhania, Lynn; Dickerson, Claire – Professional Development in Education, 2016
This article explores one thread from a larger, longitudinal research project that investigated the views and experiences of teacher educators in Malaysia and from the United Kingdom who were involved in collaboration for the co-construction of a Bachelor of Education (Honours) in Primary Mathematics, with English and health and physical education…
Descriptors: International Educational Exchange, Teacher Educators, Teacher Collaboration, Mathematics Education
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