This study investigated how student teachers on a Scottish teacher education programme learn by reflecting on professional dialogue experiences. Reflection on one's own experiences and practices is at the heart of all activities that teachers do. By linking professional dialogue with reflective practice, we examined factors that contribute to…

This article presents a case study aiming at deepening the understanding of action research as a tool in professional development in pre-service teacher education. The case is the practice of action research in a teacher education programme for secondary school teachers in Norway. While there has been limited research on consequences of inquiry,…

Based on positive psychology, self-determination theory and a perspective on teacher quality, this study proposes and examines a strength-based approach to teacher professional development. A mixed method pre-test/post-test design was adopted to study perceived outcomes of the approach for 93 teachers of six primary schools in the Netherlands and…

This research study used in-depth interviews to examine a professional development book club of teacher educators exploring their beliefs about language diversity and how to prepare future teachers for culturally and linguistically diverse schools. Findings include the centrality of lived experiences, conflicting ideas of high-quality pedagogy and…

Research shows that professional development alone does not provide adequate leadership preparation for teachers, yet many develop into established teacher leaders. The purpose of this study was to explore how teachers learn to exercise informal leadership in the schools and districts where they work. Eight elementary teachers who lived and worked…