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Stephen Kemmis – Professional Development in Education, 2024
Praxis development remains invisible in many discussions of professional learning because professional educators take praxis development for granted as an indissoluble part of education and educational work. This special issue provides new insights into professional learning for praxis development, and about the conditions that enable and…
Descriptors: Praxis, Faculty Development, Barriers, Educational Practices
Emily V. Reigh; Emily Adah Miller; Ayça K. Fackler; Maria Chiara Simani – Science Education, 2025
This paper examines a professional learning (PL) program for upper elementary teachers focused on developing instructional practices to support multilingual learners (MLLs) in science. The PL sought to support teachers' praxis, which we describe as their sense of agency to critically analyze and take action against barriers to MLLs' opportunities…
Descriptors: Multilingualism, Bilingual Education, Bilingual Students, Praxis
Stephanie Lovseth – ProQuest LLC, 2024
This dissertation explores the integration of culturally responsive leadership (CRL) into the professional development of higher education academic professionals, with the goal of fostering critical consciousness, self-efficacy, and just praxis. Through an action research case study methodology, the study investigated the effectiveness of a CRL…
Descriptors: Culturally Relevant Education, Leadership Training, Consciousness Raising, Self Efficacy
Chuckry, Cheryl – BU Journal of Graduate Studies in Education, 2019
The professional learning journey for teachers can be either a challenging or a fulfilling one, depending on the conditions in each educational setting. One new initiative at the Manitoba Teachers' Society, the Collaborative Learning Team Grants project, seeks to address barriers such as fixed mindsets, a lack of time, and the absence of praxis,…
Descriptors: Faculty Development, Teacher Improvement, Barriers, Instructional Leadership
Romero-Pérez, Clara; Mateos-Blanco, Tania; de las Heras-Monastero, Bárbara – International Education Studies, 2017
This article analyses the culture of evidence in university teaching and its implications in the professional training of teachers in higher education. The new culture of organisation and assessment introduced into university teaching has brought about the configuration of a management model geared towards results and accountability based on solid…
Descriptors: Evidence Based Practice, Evidence, Best Practices, Professional Training
Overstreet, Mikkaka – Journal of Ethnographic & Qualitative Research, 2017
This article explored the recent shift in educational scholarship from professional development to professional learning. The government spends billions of dollars on such learning in the United States; however, teachers and researchers are still discovering what makes such learning effective and what types of learning lead to actual change in…
Descriptors: Educational Research, Scholarship, Faculty Development, Professional Education
Nabhani, Mona; Nicolas, Maureen O'Day; Bahous, Rima – Professional Development in Education, 2014
This article is an account of a study that aimed to elicit the perceptions of school principals and middle managers in Lebanon on teachers' professional development (PD) and to promote an understanding of PD that extends beyond workshops. The study was qualitative and exploratory and used online interviewing to collect data. Questions were emailed…
Descriptors: Faculty Development, Principals, Administrator Attitudes, Qualitative Research
Capitelli, Sarah – Studying Teacher Education, 2015
This article looks closely at a teacher inquiry group and the dilemmas that emerged during the first year of facilitating the group. The author encountered a number of unforeseen dilemmas that challenged previous understanding of teacher inquiry, its processes, and purposes. The author moved from viewing the process of facilitation of teacher…
Descriptors: Inquiry, Communities of Practice, Barriers, Facilitators (Individuals)
Gemeda, Fekede Tuli; Fiorucci, Massimiliano; Catarci, Marco – Professional Development in Education, 2014
Across the country of Ethiopia, a centrally planned and prescribed professional development programme was implemented in schools, with the intention of enhancing teachers' knowledge, skills and disposition, thereby improving student learning and achievement. This article explores and describes the lived experiences of teachers involved in…
Descriptors: Foreign Countries, Faculty Development, Secondary School Teachers, Program Descriptions