NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Teacher Development33
Audience
Laws, Policies, & Programs
No Child Left Behind Act 20011
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 33 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Aikaterini Balasi; Georgios Iordanidis – Teacher Development, 2024
This study investigated the level of professional learning communities (PLCs), teachers' professional development (PD), and their relationship in Greek primary schools. This quantitative survey, which included 428 Greek public primary schools, yielded 674 and 571 responses regarding PLCs and PD, respectively. Hord's five PLC dimensions were…
Descriptors: Elementary Schools, Communities of Practice, Faculty Development, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Helen Woodford; Jane Southcott; Maria Gindidis – Teacher Development, 2024
There is continuing uncertainty about the nature of teacher professional learning using social networking websites (SNWs) and how using these platforms influences teacher practice. Findings from the authors' small-scale, qualitative study in Australia into English teacher use of one global SNW for professional learning showed participant…
Descriptors: Foreign Countries, Teachers, Social Networks, Social Media
Peer reviewed Peer reviewed
Direct linkDirect link
Oakley, Grace; King, Ronnel B.; Scarparolo, Gemma E. – Teacher Development, 2023
This article reports on a study of a teacher professional development (TPD) course that combined digital courseware with a face-to-face professional learning community. The aim of the course, implemented in a developing country, was to improve teacher knowledge and practice in early childhood literacy and numeracy. Using interview and…
Descriptors: Faculty Development, Communities of Practice, Courseware, Blended Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Rebecca Woodland; Ann M. Leonard; Itza D. Martinez – Teacher Development, 2024
Professional learning communities (PLCs) are a powerful school improvement strategy designed to advance teacher professional development. Protocols are tools for structuring teacher conversations in PLCs. In this article the authors present the results of a qualitative study of teacher perspectives about the value and effects of systematic…
Descriptors: Elementary School Teachers, Urban Schools, Communities of Practice, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Alfonso García-Monge; Daniel Bores-García; Gustavo González-Calvo – Teacher Development, 2024
Many studies highlight the importance of socio-emotional aspects in professional communities of practice (CoP). This study aims to understand how these aspects are articulated with the professional content. An online professional CoP has been subjected to analysis by following a sequential exploratory mixed-methods inductive model combining the…
Descriptors: Social Development, Emotional Development, Communities of Practice, Internet
Peer reviewed Peer reviewed
Direct linkDirect link
Gutman, Mary – Teacher Development, 2021
The purpose of this narrative study is to trace the process whereby Israeli Academic College of Education principals lead Professional Learning Communities (PLC) for teacher educators. The focus is on the unique situation in which various different roles (administrator/facilitator/learner) are integrated during this process. Seven semi-structured…
Descriptors: Foreign Countries, Communities of Practice, Teacher Educators, Teacher Collaboration
Peer reviewed Peer reviewed
Direct linkDirect link
Gülsen, Erhan; Atay, Derin – Teacher Development, 2022
Teacher autonomy refers to a teacher's empowerment in the classroom, school, and community, leading to instructional efficacy and professionalism. Despite its proven contribution to pedagogical decision-making, studies reveal that many teachers lack sufficient autonomy mainly owing to institutional constraints. It is suggested that teachers…
Descriptors: Professional Autonomy, Teacher Empowerment, Communities of Practice, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Martin, Anne; Rautiainen, Anne Mari; Tarnanen, Mirja; Tynjälä, Päivi – Teacher Development, 2022
The authors explored five in-service teachers' experiences of professional development (PD) in Studies in Writing (30 ECTS programme at a Finnish open university) they participated in during their leisure time. Data consist of the teachers' creative writings and semi-structured interviews. Reflexive thematic analysis was employed to holistically…
Descriptors: Inservice Teacher Education, Faculty Development, Writing Research, Creative Writing
Peer reviewed Peer reviewed
Direct linkDirect link
Burgin, Ximena D. – Teacher Development, 2022
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…
Descriptors: Teacher Empowerment, Faculty Development, Barriers, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Melville, Wayne; Hardy, Ian; Roy, Matt – Teacher Development, 2019
The authors argue that the professional learning practices of teachers in precarious employment may have a significant impact upon their understandings of specific policy reforms. The analysis considers a teacher's understandings of learning about a new policy in light of the various 'epistemological resources' he brought to bear to his learning…
Descriptors: Epistemology, Educational Change, Educational Policy, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Brereton, Bernadette – Teacher Development, 2021
In 2017, the participants of a higher education professional development (PD) working group (meitheal) met face-to-face and remotely to examine the National Forum for the Enhancement of Teaching and Learning in Higher Education (NFTL) Framework for Professional Development. Through collaboration and mentorship, members of the meitheal successfully…
Descriptors: Higher Education, Faculty Development, Mentors, Cooperation
Peer reviewed Peer reviewed
Direct linkDirect link
Schmid, Megan E.; Bajcz, Alex W.; Balster, Nicholas J. – Teacher Development, 2021
Early-career faculty (ECF) are faced with maintaining excellence in teaching and research for tenure. However, many enter academia with little or no teaching experience. Madison Teaching and Learning Excellence, a year-long professional development program, was designed to mitigate these pressures and help faculty become fast, efficient, and…
Descriptors: Faculty Development, College Faculty, Teacher Effectiveness, Program Effectiveness
Peer reviewed Peer reviewed
Direct linkDirect link
Rahman, Md. Shajedur – Teacher Development, 2019
This paper is aimed at exploring teachers' perceptions and practices of peer support in Bangladeshi primary schools. It also looks into the contrast between the perceptions and practices, and the underlying reasons behind such deviations. The study collects data from teachers who are undergoing a large-scale teacher development project called…
Descriptors: Teacher Collaboration, Peer Relationship, Foreign Countries, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Herold, Frank – Teacher Development, 2019
Much research in teacher education explores the nature of subject knowledge (what?) and its importance for teachers and teaching. Other research focuses on the people, processes and contextual factors that influence the development of teacher knowledge (how?). Fewer studies focus on the link between the two. This paper explores the interconnection…
Descriptors: Communities of Practice, Preservice Teachers, Preservice Teacher Education, Pedagogical Content Knowledge
Peer reviewed Peer reviewed
Direct linkDirect link
Oliver, Martin; Avramides, Katerina; Clark, Wilma; Hunter, Jade; Luckin, Rose; Hansen, Cecilie; Wasson, Barbara – Teacher Development, 2018
Sharing teachers' professional knowledge remains challenging. Teachers' development often remains ad hoc or local, and attempts to scale this up have proved problematic. To address this, research in areas such as 'learning design' has explored the use of formal representations of practice. This proposes that educational practice can be improved by…
Descriptors: Teacher Characteristics, Communities of Practice, Faculty Development, Inquiry
Previous Page | Next Page »
Pages: 1  |  2  |  3