A considerable number of empirical studies have led researchers to identify key characteristics that indicate effective professional development (PD). However, few studies have attended to teacher perceptions of PD characteristics across international contexts. This article reported on an exploratory study utilising latent class analysis (LCA) to…

This study explores teachers' awareness of intuition, and how that awareness affects their classroom practices both conceptually and pragmatically. Scholars have long supported the notion that intuition is a crucial form of knowing that supports teaching. Teachers rely heavily on their intuition to deal with complex classroom situations,…

Professional development programs (PDP) are an important tool for achieving educational goals; assessing their effectiveness, however, is complex. The success of PDP depends on teachers' ability to transfer newly gained knowledge and skills into practice. To assess this effectiveness, it is necessary to develop appropriate methodological tools.…

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 environment in which Vocational Education and Training (VET) schools operate changes rapidly due to more varied student populations, personalised, blended and work-based learning paths, developments in digitalisation, industry, and labour markets. These changes and policy pressures to ensure VET quality, demand teachers to continuously develop…

Studies have examined teachers' experience of organisational learning in school-based contexts but have seldom investigated teachers' cross-school learning processes. This paper explores the dynamic processes of teacher learning in cross-school settings led by local teaching and research officers. Qualitative comparative case studies based on…

The purpose of the current study was to examine the perceptions of teachers in different professional development periods regarding their experience of traditional activities for continuing professional development (CPD). The participants were 45 teachers from three professional life periods on the basis of teaching experience. Teachers'…

Personal observations suggest that science lecturers in higher education do not always feel comfortable engaging with the support offered through academic development initiatives. At a research-intensive university in the UK, research was conducted using a mixed-methods approach to establish how science lecturers engaged with continual…

This mixed methods study explores a comprehensive survey administered in one induction program of over 2000 novice teachers and 1000 of their coaches. Quantitative analyses through Structural Equation Modeling indicate the mediating impact that coaches have on various design features of induction, which then have an impact on novice teacher…

Professional development (PD) is one way to maintain or increase teacher effectiveness in any number of domains. However, PD comes in many formats and with a wide range of evidence on its effectiveness -- both of which can shape teachers' perspectives of the PD even before they participate. The purpose of this research was to examine how…

This study explored how a group of higher education teachers in China used WeChat to build an online Community of Practice (OCoP), which supported their professional learning. A qualitative study was designed. Data were collected from multiple sources including online interaction excerpts, teachers' reflections, classroom observation, and…

Although school and education system leaders can mandate teachers' participation in professional development activities, various school-related, teacher-related and student-related factors influence the degree to which professional development opportunities ultimately result in the desired teaching and learning impacts. This study examined…

The current study aimed to examine the perceptions of primary school teachers in different periods of their professional life regarding what constitutes professional development and their experiences with reformed professional development courses. Teachers (N = 45) were enrolled in the study from three professional life periods (entry-level,…

This research investigates the relationship between professional development experience and teacher self-efficacy in the United States, using an international dataset, TALIS: 2013. Based on social cognitive theories and adult learning theories, this research hypothesizes that teacher self-efficacy can be enhanced by learning experience by…

Teachers in the early years of primary school play an important role in supporting students' oral language skills; however, there is evidence to suggest many Australian teachers are not adequately prepared to provide systematic, evidence-based instruction in oral language and early literacy. The aim of this study was to describe the observed and…