This study reports on the effectiveness and challenges of a formative assessment professional development program designed to address the challenges Kosovo teachers face in adequately using formative assessment in their classrooms. Selected teachers ("n" = 19) from Kosovo municipalities participated in the professional development…

This research investigates the perceptions of a group of secondary science teachers (26) from six schools in a remote part of northern Scotland of the opportunities afforded to them for effective professional learning. Focus groups of science teachers were conducted, and the findings identified a number of key areas they perceived as effective…

Developing teachers' professionalism is important to developing the internal capacity of schools in rural and remote areas. This study investigated rural mathematics educators' (n = 677) perceptions of professionalism to better understand how to provide more focused and relevant support for mathematics teachers in similar rural and remote…

Special education (SPED) teacher preparation programs are intended to help preservice teachers (PSTs) learn and adopt effective teaching practices to serve students with special needs. To help SPED-PSTs learn needed skills, SPED mentor teachers (MTs) must employ high-leverage practices (HLPs) such as performance feedback, conferencing, and…

This study examined the learning trajectory of five US humanities teachers when navigating learning to teach the difficult history of school desegregation within a context of a six-month inquiry-based professional development. The research questions were: What do teachers frame as problems when teaching difficult histories? How do they…

This article describes how some Swedish compulsory schools work to achieve collective development of practices in mathematics and science. The overall aim is to increase knowledge about factors influencing progression to professional learning in different school contexts. Data were collected through four case studies by interviews with teacher…

This exploratory case study examined two approaches to school improvement with teachers from an urban area of Ecuador. An all-day workshop with elementary-level teachers focused on how to improve teaching utilizing network improvement communities (NICs) and the plan-do-study-act (PDSA) cycle. Hands-on activities helped participants reflect on…

The current qualitative descriptive-interpretive study was adopted to explore the impact of organizational and personnel changes carried out during two years of college-school partnership on the partnership vision, as well as on the attainment of professional development improvement in science teaching and pre-service teacher education. The data…

The twenty-first century has seen unprecedented investment from governments around the world in educational technologies in schools. This paper investigates Australian teachers' adoption and use of a popular technology that has been extensively supported by governments and school systems: the interactive whiteboard (IWB). The study suggests that a…

The Collaborative Teacher Inquiry Project was a professional development initiative that sought to improve the teaching and learning of Grade 9 Applied mathematics by encouraging teachers to work collaboratively. The project brought together Grade 9 Applied mathematics teachers from 11 schools across four neighboring public school boards in the…

This paper examines the initial steps of an internationally funded project focused on enhancing teachers' conceptual and pedagogical knowledge of literacy development in the Western Cape of South Africa. We asked what are the tensions and breakthroughs when engaged in international teacher professional development? Four lines of inquiry support…

Focusing on the working community, this article concentrates on the newly qualified foreign language teachers' (NQT) experiences and on factors that promoted or prevented the development of professional expertise at the outset of their working life. It draws on a qualitative longitudinal study conducted at the University of Jyväskylä, Finland,…

This article explores the effects of continuing professional development (CPD) on teachers' and pupils' experiences of learning and teaching science in primary classrooms. During 2006-2007, quantitative and qualitative data were elicited from two primary teachers in Scotland using questionnaires, semi-structured interviews and video-stimulated…

This article arises from an initiative set up by four Beacon Schools to enhance the professional development of teachers and hence raise pupil attainment in all schools in the local education authority. The initiative provided opportunities for teachers to work in cross-institutional interest groups, with the aim of sharing good practice and…