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…

Current professional development initiatives show a preference for whole school approaches. However, pedagogy related to English language learners (ELLs) is often not widely dispersed in New Zealand primary schools, impacting on teacher efficacy with these learners. This paper discusses findings from a qualitative study which aimed to identify…

This study considers two discourses of current relevance to national and international educators--early professional learning (EPL) and curriculum change. Induction arrangements for early career teachers (ECTs), EPL and informal learning have received considerable attention in the past few years. Changes to induction inevitably have knock-on…

The introduction of middle schooling in Australia has brought about changes to the working conditions of many teachers including finding themselves in teacher teams. The formation of such teams has been identified as critical to Australian middle school reform with teacher teams underpinning several of the fundamental components of a middle school…

This conceptual paper explores the notion of higher education (HE) internationalization and its potential to lead to transformational institutional change. Internationalization is generally regarded as a process that involves increasing the range of international activities within universities and between universities and other educational…