This paper examines teachers' views about the Highly Accomplished and Lead Teacher (HALT) Certification 2.0 Modular Model (CMM 2.0). The research reveals teachers' voices and agency in relation to HALT certification. Participants in this study included HALT certified teachers, current HALT participants, and prospective participants. The…

This article assesses the basis of trust in academic development as it relates to the current standing of academic development as a profession against established, distinguishing criteria of professions. These are: (1) possession of an inwardly-defined, esoteric, and specialized body of knowledge and skills; (2) collective autonomy over the…

Teacher attrition remains a significant challenge in high-poverty urban schools, contributing to educational inequities and disrupting student learning. This study explores how teacher empowerment, encompassing systemic flexibility, supportive leadership, autonomy, and peer collaboration, influences teacher retention in these settings. Utilizing a…

This paper explores the role of autonomy in teachers' Continuing Professional Development (CPD), specifically through practitioner research in the UK Further Education (FE) sector. By addressing challenges such as performativity and 'best practice,' it argues for a model of CPD that emphasises teacher autonomy, allowing for self-reflection,…

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…

Given the demands of revised student learning standards, today's teachers face mounting pressure for their students to produce content knowledge and skills ensuring a successful transition to college and careers. An emphasis on teacher learning and professional development has been at the forefront of this transition to best prepare teachers to…

This study explores mindfulness-based teaching and learning (MBTL) as an emerging field of transprofessional practice spanning educational, organisational, and clinical professions. Recognising the need for a more robust set of transprofessional MBTL teacher competencies to serve this emerging specialisation, the authors developed and validated…

Background: Educator professional learning is an essential component of teacher policy aiming to both improve the quality of the workforce and retain high-quality staff, yet research has found mixed results in whether the professional learning teachers experience supports teachers in changing their instructional practices to meet student needs.…

This study uses China as a case country to investigate the factors that influence university instructors' teaching agency by drawing on experiences in the engineering field using Margaret Archer's social realist framework. With survey results including 659 valid responses, the findings reveal that instructors' delivery of contextual instruction…

The professional identity of overseas Korean educators has hitherto not been studied. This article examines the professional identity of Korean teachers working in a Korean school in Southeast Asia. Through a qualitative case study exploring the teachers' experiences, challenges faced, and perceptions of their roles as cultural ambassadors, the…

Understanding teacher candidates' (TCs') developmental needs and framing teacher preparation with those in mind can provide education programs with actionable ways to further TC development that generate positive outcomes for them and their students. This novel case study explored four initial certification TCs' teacher performance and stages of…

This article sets out an original conceptual framework for place-based professional learning by teachers and schools in decentralised education systems. High quality Continuing Professional Development and Learning by teachers is associated with improvements in children's outcomes. Most research in this area focuses on evaluating formal…

This paper examines professional growth of a STEM teacher from the entrepreneurial frame. Using a personal narrative together with a STEM/science lesson package developed by the participant teacher, we unpack a teacher's professional growth by interpreting her beliefs and actions using characteristics of entrepreneurial thinking. Our analysis and…

Background: Passion is highly prized. The Dualistic Model of Passion provides a general roadmap for how people develop passion, at least under conditions in which they can freely schedule their daily activity, abandon activities they no longer value, and have flexible time to invest as they see fit. But teaching is a different, because many…

Teacher professional development (TPD) programs face several challenges in fostering active participation and ensuring high-quality learning experiences compared to traditional approaches. While online TPD programs offer flexibility, concerns remain about their effectiveness in promoting high-quality content and autonomous learning. This study…