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Katri Sarkio; Tiina Korhonen; Kai Hakkarainen – Scandinavian Journal of Educational Research, 2025
Sustaining change beyond individual teachers is challenging and understanding factors making educational change effective is needed. We aimed to identify the factors that educators and construction specialists considered influential to educational change of a general upper-secondary school that was under construction and was to meet the…
Descriptors: Interdisciplinary Approach, Educational Change, Educational Finance, Faculty Development
Hambacher, Elyse; Desrosiers, Denise – Phi Delta Kappan, 2023
In predominantly white and affluent communities, it is a common belief that race and racism are irrelevant because there is little to no racial diversity in these communities. Elyse Hambacher and Denise Desrosiers describe how a New Hampshire school district in a mostly white community navigates teaching and leading for social justice despite…
Descriptors: Whites, Institutional Characteristics, School Districts, Racism
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Kitada, Yoshiko – Educational Studies in Japan: International Yearbook, 2022
This paper investigates how Japanese lesson study has been modified in the context of the U.S., and how this modification has affected teacher agency based on the framework of the ecological approach proposed by Priestley et al. (2016). There are two major findings. First, Japanese lesson study has been adapted and modified in the U.S. as an…
Descriptors: Professional Autonomy, Educational Change, Teaching Methods, Lesson Plans
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Aaron McKim; Lauren K. McKim – Journal of Agricultural Education, 2023
This philosophical study aims to inform improvements to teacher professional development by introducing and integrating principles from the Theory of Margin. Specifically, a critique of existing professional development norms illuminates traditional offerings increase teacher load without consistent increases in teacher power, leading to the…
Descriptors: Faculty Development, Educational Improvement, Agricultural Education, Instructional Innovation
Carlos Cruciani – ProQuest LLC, 2023
Professional development should be linked to fostering best practice and improving student learning (Darling-Hammond, 2009). By providing ongoing opportunities for professional learning that focus on best practice, teachers are more likely to develop the knowledge and skills associated with high-quality teacher instruction and raising student…
Descriptors: Elementary School Teachers, Best Practices, Educational Change, Faculty Development
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Youmen Chaaban; Hessa Al-Thani; Xiangyun Du – Professional Development in Education, 2023
Using social constructivist theories of adult learning and complexity thinking perspectives, a long-term, multi-tiered professional development (PD) programme was designed, implemented and evaluated at Qatar University. This qualitative study explored the systems of influence on 24 university teachers' professional agency for learning and leading…
Descriptors: Foreign Countries, College Faculty, Faculty Development, Professional Autonomy
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Tiina Korhonen; Sorella Karme; Johanna Airaksinen; Noora Laakso; Laura Salo – Cogent Education, 2024
In this study, we examined educational change and teachers' continuous learning from the perspective of teachers' transformative agency within the context of digitalization. We also examined the transformative needs of teachers participating in a specialization program related to digitalization and educational change, as well as experiences and…
Descriptors: Foreign Countries, Teacher Attitudes, Educational Change, Teacher Education
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Chen, Jessica L.; Mensah, Felicia – Science Education, 2022
This comparative case study explored the ways two elementary Teachers of Color's science teacher identities and agency to teach science developed as they participated in a year-long science professional development that was situated within the high-stakes testing context of their school. The science professional development model used a dialogical…
Descriptors: Educational Change, Social Justice, Science Instruction, Faculty Development
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Sogunro, Olusegun Agboola – European Journal of Educational Management, 2022
A professional development that is often mandated is exclusionary, less motivating, and provides teachers with little or no improvement in their professional practice as well as student achievement. This necessitates a fundamental change in policy from prescribing professional development to addressing teachers' self-identified felt needs.…
Descriptors: Faculty Development, Educational Needs, Teacher Attitudes, Academic Achievement
Areej Alfozan – ProQuest LLC, 2022
School principals play an instrumental role in the day-to-day running of schools, and their roles become more critical at times of education reform. The Saudi Ministry of Education (MoE) has been working towards a more decentralized system, whereby school principals have more autonomy. Under the Development Project (Tatweer) launched in 2007,…
Descriptors: Foreign Countries, Females, Principals, Secondary Schools
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Katherine L. McNeill; Renee Affolter – Learning Professional, 2024
Curriculum-based professional learning is not just having teachers read curriculum materials, but rather includes carefully crafted experiences to support their sensemaking, deep understanding of the curriculum and its pedagogy, and ability to transfer that knowledge into practice. This instructional model requires that teachers be responsive to…
Descriptors: Expertise, Educational Quality, Faculty Development, Curriculum Implementation
Daina Kelly Gaputis – ProQuest LLC, 2023
The need for quality science education has long been established, but despite reform after reform, it remains a current concern. What we know as good teaching is not happening, perhaps because there is an increase in science teachers using alternative certification programs to enter the field. This lack of formal training causes teachers to have a…
Descriptors: Inquiry, Science Education, Science Teachers, Educational Quality
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Kjersti Sunde Maehre; Bente Isabell Borthne Hvitsten; Catrine Torbjørnsen Halås – Policy Futures in Education, 2024
The aim of this paper is to explore how practical knowledge can enhance higher education and Bildung for the human service professions. The paper sheds light on how governance reforms such as New Public Management have influenced higher education, where we argue that scientific rationality has weakened the professional's autonomy and…
Descriptors: College Faculty, Faculty Development, Public Administration, Human Services
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Boylan, Mark; Adams, Gill; Perry, Emily; Booth, Josephine – Professional Development in Education, 2023
Transformative professional learning is connected to educational and social transformation and possibilities for critical forms of teacher professionalism. Examining and fostering this connection requires greater conceptual clarity about these constructs and how they are enacted. A conceptual review, combining narrative and systematic methods, was…
Descriptors: Faculty Development, Transformative Learning, Professionalism, Outcomes of Education
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Potvin, Ashley Seidel; Boardman, Alison G.; Scornavacco, Karla – Teacher Development, 2023
Teachers are rarely included as partners in school reforms or in planning teacher supports to enact new initiatives. The authors explored co-design as a professional learning (PL) framework to support localized enactment of a high school language arts project-based learning (PBL) course. They examined aspects that facilitated or limited progress…
Descriptors: Professionalism, Educational Change, Faculty Development, Student Projects
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