How are teachers motivated to continue to learn throughout their career in a high-stakes accountability context? This innovative mixed methods study employs inductive/deductive hybrid thematic analysis and self-determination theory to investigate teachers' self-reported motivations to continue their professional learning. Through analysis of…

Design thinking has emerged as a method for teacher professional learning and development (PLD). Research commonly focusses on PLD responses to specific priorities, particularly STEM, rather than broader applications. This scoping review examines how and why design thinking is used in PLD and discusses the implications for using design thinking as…

This study aims to portray Master Teachers' experience of teacher professional development in post-1976 China. Interview data were collected from 22 Master Teachers from Shanghai in 2019-2020. Analyses of the findings revealed that these Master Teachers experienced three historical stages of teachers' professional development in China: a…

Capacity-building has been promoted by the central level in Chile, through a reform that resembles school districts, where the intermediate level is intended to provide pedagogical support for schools. However, this has proven to be challenging due to different visions about what capacity-building looks like and how it relates to school…

The interest in Professional Development (PD) in learning and teaching in Higher Education (HE) has seen an increase in the last few years owing to the evolving role of HE teaching academics in the futures of students and their employment. In Australia, while there is evidence that research in learning and teaching PD is growing, these studies…

Promoting teacher professional learning by empowering established master teachers as leaders is a priority in many societies, including America, Australia, and Canada. Yet, few systems have implemented strategies that allow this to happen at scale. China is one of the few societies that engage master teachers in spreading learning. They do this…

This qualitative exploratory case study focused on a Professional Development (PD) program for mathematics teachers in the public system, which is an underserved community of teachers in Chile. The study aimed to understand how the program addressed the challenges brought by the pandemic. Using semi-structured interviews and drawing from a…

Professional development can be used as a tool to increase teacher confidence and competence. Consequently, it may improve the quality of education available to students. Previous research suggests that many teachers lack the confidence to teach health despite it being an area that they are expected to teach. This paper locates and considers the…

This conceptual article presents a challenge to the dominant view and practice of teacher professional learning and its focus on preparing "experts in teaching" and proposes instead an emphasis on preparing "experts in learning." Drawing on contemporary knowledge on the nature of human learning and development, and in…

Based on an overview of the existing literature, this paper aims to provide a holistic and coherent conceptualisation and understanding of the complexity of educators' professional learning. First, the way in which professional development, professional learning and everyday learning have been configured in contemporary research is combined with…

Praxis development remains invisible in many discussions of professional learning because professional educators take praxis development for granted as an indissoluble part of education and educational work. This special issue provides new insights into professional learning for praxis development, and about the conditions that enable and…

This short reflection explores both the challenges and potentials of teacher professional learning in contemporary times. It argues that the neoliberal logics of professional development as deployed in many contexts around the world limit and curtail the potential for teachers to engage in generative professional learning that fosters growth and…

A considerable number of empirical studies have led researchers to identify key characteristics that indicate effective professional development (PD). However, few studies have attended to teacher perceptions of PD characteristics across international contexts. This article reported on an exploratory study utilising latent class analysis (LCA) to…

This exploratory study investigated the experiences of teachers who participated in a collaborative inquiry project. This was designed to gain insights into the learning dispositions (skill, inclination and sensitivity) participants reported when undertaking this form of professional learning. The specific inquiry initiative utilised Design-based…

In this article, we analyse teacher professional development in five European countries (Italy, Germany, France, England and Finland), comparing their approaches to teacher professional learning and development (PLD). We performed this task using a general framework based on what several studies highlighted so far as key-features in educational…