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Charteris, Jennifer; Wright, Noeline; Trask, Suzanne; Khoo, Elaine; Page, Angela; Anderson, Joanna; Cowie, Bronwen – Teachers and Teaching: Theory and Practice, 2021
In Australia and Aotearoa New Zealand, the impetus to create open learning spaces that afford spatial and pedagogical flexibility have disrupted the nature of teachers' work. In redesigned education facilities, teachers engage in sophisticated processes of collaboration and ongoing teacher professional learning. Moving from traditional classroom…
Descriptors: Teacher Collaboration, Faculty Development, Figurative Language, Educational Facilities Design
Ávalos, Beatrice; Flores, María Assunção; Araneda, Sebastián – Teachers and Teaching: Theory and Practice, 2022
The article presents results of studies in Chile and Portugal during COVID-19 lockdowns and remote teaching conditions. In each of both countries, over two thousand teachers of all school levels and types were surveyed during a two-month period on their professional experiences in the first year of remote teaching. The article discusses teacher…
Descriptors: COVID-19, Pandemics, Distance Education, Professionalism
Zeng, Yan; Day, Christopher – Teachers and Teaching: Theory and Practice, 2019
This mixed method research explores the contexts, purposes, forms, practices, and effects of school provided collaborative professional development (PD) as experienced by teachers working in primary and secondary schools in England and Shanghai. The research is part of a larger partnership pilot study by the University of Nottingham and Shanghai…
Descriptors: Faculty Development, Teacher Collaboration, Cross Cultural Studies, Foreign Countries
Korthagen, Fred – Teachers and Teaching: Theory and Practice, 2017
Based on recent findings about teacher learning, a critical analysis of traditional and new approaches to professional development is presented. To a large degree, teacher learning takes place unconsciously and involves cognitive, emotional and motivational dimensions. Moreover, teacher learning takes place at various levels. Although these…
Descriptors: Faculty Development, Training Methods, Misconceptions, Educational Practices
Barrett-Tatum, Jennifer; Smith, Jason M. – Teachers and Teaching: Theory and Practice, 2018
The Common Core State Standards (CCSS) were adopted in an effort to create a consistent set of standards across schools, districts, and states in order to ensure equality of educational opportunities for all students in the country. Educational reform through standardization implies that across thousands of miles and millions of students,…
Descriptors: Common Core State Standards, Educational Change, Rural Areas, Geographic Regions
Noack, Margaret; Mulholland, Judith; Warren, Elizabeth – Teachers and Teaching: Theory and Practice, 2013
This paper reports on case studies of three teachers managing an education reform focussed on assessment, during a busy period of curriculum change in an Australia state Participants attended multiple professional development opportunities including a number of state-wide, systemically-facilitated assessment workshops. The most significant finding…
Descriptors: Foreign Countries, Educational Change, Curriculum Development, Faculty Development
Craig, Cheryl – Teachers and Teaching: Theory and Practice, 2010
The article shows the experience of professional development over the course of a decade of one teacher's career nested against the backdrop of one reforming middle-school context in the USA. Through the use of four fine-grained narrative exemplars, the campus professional development trajectory is examined from the vantage point of Daryl Wilson,…
Descriptors: School Restructuring, Faculty Development, Professional Development, Reflective Teaching
Hall, Elaine – Teachers and Teaching: Theory and Practice, 2009
The connection between teacher inquiry, professional development and school improvement was recognised 30 years ago by Lawrence Stenhouse. Stenhouse contributed many valuable insights into the role of practitioner enquiry in creating and utilising knowledge about teaching and learning, much of which is still to be applied systematically in teacher…
Descriptors: Foreign Countries, Relationship, Teachers, Inquiry
Ian Menter; Moira Hulme – Teachers and Teaching: Theory and Practice, 2008
This paper examines the extent to which political devolution has influenced the nature of education policy-making in Scotland, taking initial teacher education and early professional development as a case. Pre-devolution studies of the policy community in Scotland stressed the close relationships between the various stakeholders and the inherent…
Descriptors: Preservice Teacher Education, Foreign Countries, Educational Change, Educational Policy