The article explores how space for professional agency is structured and used by teachers in collaborative professional development. Taking an ecological perspective on teacher agency and using a case study of with multiple data sets, the analysis identifies two patterns of agentic orientations. The conclusions discuss limitations associated with…

Although research on teacher collaboration has proliferated in the last few decades, scant attention has been paid to the development of teacher collaboration in school contexts. Informed by the perspective of complexity theory, this study investigates the complex process of teacher collaboration through qualitative interviews in an English…

Reflective practice has potentially positive effects on an organization's capacity to focus on student learning and teaching practices. In an effort to comply with policy and provide teachers with opportunities to reflect on their practice, districts, schools, and teachers have turned to various models that feature collaborative experiences. One…

Since the turn of the century, teacher evaluation has been introduced around the world with the intent to improve teaching. However, in the literature on teacher evaluation, often findings reveal critical accounts about the effectiveness of feedback in teacher evaluation for teacher and school improvement. This article presents a qualitative study…

Approached as an epistemology, implementing a constructivist workshop approach to literacy can challenge the traditional paradigm of teacher-focused instruction and transform to one where students construct knowledge together and learn through active engagement in authentic reading and writing. This study illustrated how two third-grade teachers…

This case study research reports on elementary (grade 8) and secondary school (grade 9) teachers' participation in job-embedded, professional learning and engagement in collaborative inquiry. Teachers constructed an inquiry-oriented media literacy unit following the collaborative inquiry model. The current study sought to investigate how…

This article explores the development of a professional learning community through a case study of three teachers--an ESOL specialist, a literacy specialist, and a fifth-grade teacher--who engaged in co-teaching and collaboration. The emerging community of practice offered these teachers a space to learn and problem-solve by utilizing their…

A diverse range of social structures, for instance teacher teams, professional communities and teacher learning communities, are established to advance collaboration among teachers. In Norway, Interdisciplinary Teacher Teams (ITTs) have become a common way of organising teachers in schools, recommended in a national curriculum reform in 1997. This…

Research in the field of emotions in relation to teaching is relatively new, but expanding. However, studies addressing the emotional dimension of preservice teacher education, particularly with respect to the role of school-based teacher educators are currently under-represented in the literature. This paper reports findings from a study focussed…

The paper reports some of the findings of a qualitative case study that examined the perceptions of the role of cooperating teachers as they supported pre-service teacher colleagues. The study revealed a number of significant issues related to professional learning and teachers' "ways of knowing". One of the most significant results to…