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Youmans, Alexandra; Godden, Lorraine – Teachers and Teaching: Theory and Practice, 2022
The Coalition Model for Professional Development (CMfPD) was created to develop capacity in a network of adult and continuing education (A&CE) staff from eight district school boards in the eastern Ontario region in Canada. The CMfPD had three main components: (1) a collaborative structure, (2) continuous learning and (3) a culture of care.…
Descriptors: Professional Development, Models, Capacity Building, Adult Education
Kewalramani, Sarika; Adams, Megan; Cooper, Rebecca – Teachers and Teaching: Theory and Practice, 2022
A novel way to support change and development in a country's education system is to send teachers abroad on a professional learning program, so that they become immersed in a different culture, language and education system. The focus of this study was to investigate the supports and tensions created during a professional learning and leadership…
Descriptors: Foreign Countries, STEM Education, Teachers, Professional Development
Hamilton, Miriam; O' Dwyer, Anne; Leavy, Aisling; Hourigan, Mairéad; Carroll, Claire; Corry, Edward – Teachers and Teaching: Theory and Practice, 2021
This paper explores the experiences and professional learning of a group of in-service primary school teachers, participating in a STEM education programme in Ireland. Four primary teachers from the same case school engaged in a two-year project to explore STEM teaching and learning. This STEM project was structured as a multi-tiered partnership…
Descriptors: Elementary School Teachers, Teacher Attitudes, STEM Education, College School Cooperation
Leeferink, Han; Koopman, Maaike; Beijaard, Douwe; Schellings, Gonny, L. M. – Teachers and Teaching: Theory and Practice, 2019
This study reports on how student teachers learn in the workplace. Data from 10 student teachers were collected by means of digital logs and in-depth interviews. By reconstructing data into stories and unravelling these stories, it became clear that the learning process of each student teacher was dominated by one specific theme, such as…
Descriptors: Professional Education, Student Teachers, Workplace Learning, Learning Processes
Hu, Yanjuan; van Veen, Klaas – Teachers and Teaching: Theory and Practice, 2020
Coaching is increasingly emphasised as a promising feature of professional development, yet concrete understanding of this complex process is lacking. This study investigates an observation-based coaching process by interviewing coaches and teachers from a three-year longitudinal PD programme. Findings indicate that coaches often supplemented…
Descriptors: Classroom Observation Techniques, Coaching (Performance), Teacher Educators, Secondary School Teachers
Simoncini, Kym; Pamphilon, Barbara; Smith, Hilary – Teachers and Teaching: Theory and Practice, 2021
Providing professional development (PD) for Papua New Guinea (PNG) teachers is highly challenging due to the remoteness of schools, limited budgets, travel costs, and safety. The essential follow-up guidance and support after PD workshops is rarely possible, especially for the majority of teachers, who work in rural schools. In addition, the…
Descriptors: Video Technology, Technology Integration, Professional Development, Inservice Teacher Education
Moradoff, Yafit; Kramarski, Bracha; Heaysman, Orna – Teachers and Teaching: Theory and Practice, 2021
One of the required 21st-century skills necessary to cope with challenging tasks in teaching is nurturing active independent learners who can perform self-regulated learning (SRL). To support teachers in attaining and transferring their newly acquired knowledge and practices to real-time teaching in the classroom, an effective professional…
Descriptors: Student Centered Learning, Authentic Learning, Simulation, Self Management
Monteiro, Angélica; Mouraz, Ana; Thomas Dotta, Leanete – Teachers and Teaching: Theory and Practice, 2020
According to the Teaching and Learning International Survey (2019), the average age for a teacher, across OECD countries, is 44 years old, and the teacher workforce has aged in a number of countries, over the past 5 to 10 years. Given the demands expected from the contemporary teaching profession, the study of possible implications of ageing on…
Descriptors: Experienced Teachers, Beliefs, Misconceptions, Professional Development
Beach, Pamela; Henderson, Gail; McConnel, Jen – Teachers and Teaching: Theory and Practice, 2020
This study involves an in-depth examination of Canadian elementary teachers' cognitive processes and metacognitive strategies they used during a self-directed online learning experience. The virtual revisit think aloud, a methodology that combines a retrospective procedure with screen recording technology, was used to capture verbalisations from…
Descriptors: Elementary School Teachers, Metacognition, Electronic Learning, Professional Development
Papatraianou, Lisa H.; Strangeways, Al; Beltman, Susan; Schuberg Barnes, Emma – Teachers and Teaching: Theory and Practice, 2018
Enhancing resilience is key to reducing teacher attrition and addressing the challenges of the profession but scant research exists on resilience in regional and remote settings, where there is a shortage of quality, specialist and lead teachers. The aim of this study was to combine ecological and relational perspectives on resilience to examine…
Descriptors: Beginning Teachers, Resilience (Psychology), Rural Schools, Foreign Countries
Huang, Teng – Teachers and Teaching: Theory and Practice, 2016
The three aspects of teacher change--ontological, epistemological, and sociocultural--are traditionally regarded as independent. Usually only the epistemological aspect is highlighted in formal teacher education. In this paper, I argue that a holistic and interdependent view of these aspects is needed. Thus, this paper aims to explore the process…
Descriptors: Epistemology, Teacher Education, Professional Development, Foreign Countries
Cooper, Rebecca; Fitzgerald, Angela; Loughran, John; Phillips, Michael; Smith, Kathy – Teachers and Teaching: Theory and Practice, 2020
Professional learning is a significant focus of discussion in most schools but it is not all that common for these conversations to be informed by teachers' needs and expectations. Instead, they tend to be driven by external factors, such as accreditation, mandated professional development requirements and policies. Based on an in-depth study of a…
Descriptors: Professional Development, Inservice Teacher Education, Educational Needs, Secondary School Teachers
Avidov-Ungar, Orit – Teachers and Teaching: Theory and Practice, 2016
This research aims to evaluate the manner in which teachers perceive their professional development process. Forty-three teachers from Israeli schools participated in the study. I used a semi-structured interview to understand the teachers' perceptions about their professional development. The qualitative analysis identified two dimensions that…
Descriptors: Foreign Countries, Professional Development, Teacher Attitudes, Semi Structured Interviews
van Uden, J. M.; Ritzen, H.; Pieters, J. M. – Teachers and Teaching: Theory and Practice, 2016
Interest in student engagement has increased over the past decade, which has resulted in increased knowledge about this concept and about the aspects that facilitate engagement. However, as yet, only a few studies have focused on engagement from the perspective of the teacher. In this study, we capture the experiences of teachers who were…
Descriptors: Learner Engagement, Vocational Education, Professional Development, Teacher Student Relationship
Hardy, Ian; Edwards-Groves, Christine – Teachers and Teaching: Theory and Practice, 2016
This paper reveals the significant historical traces which informed the learning practices of teachers at one particular school site in a rural and regional educational district in Australia. Drawing upon recent theorising into professional practice, the paper argues that teacher learning practices are intrinsically "ecologically"…
Descriptors: Foreign Countries, Teacher Education, Professional Development, School Districts