This paper reports on a research project exploring the aspirations, assumptions and experiences of students on a Master's in Education course. Professional Learning (PL) for teachers in England has increasingly prescribed content and delivery, is highly regulated and embedded within politically sanctioned evidence-based research, structured in…

Professional practice evolves as individuals reflect and theorise about their experiences, and consider their practice in new ways. The purpose of this paper is to demonstrate how self-study can be used as an approach to interrogate the professional practice of a university advisor as they coach undergraduate students to develop meaningful resumes…

Twenty-first century problems have forced international policymakers to consider how education might be reimagined so that citizens have the knowledge and skills to respond to the known and unknown challenges ahead and take an active role in the creation of future societies. While it has been suggested that problem-oriented curricular and…

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…

This study explores the specific characteristics of teacher-educator professional development interventions that enhance their transformative learning towards stimulating the inquiry-based attitude of students. An educational design research method was followed. Firstly, in partnership with five experienced educators, a professional development…

This article reports on the recognition and management of risk within the context of an intensive literacy intervention professional development programme, designed to enable expert literacy teachers become teacher-educators. The article suggests a conceptual model for recognising risk within professional learning opportunities and skills for…

Research on teacher professional development is extensive but there are fewer studies about the practitioners who facilitate professional development. Here we report on a pilot programme for professional development facilitators rooted in a cycle of action research. Informed by a categorisation of professional knowledge and skills of facilitators,…

This article examines the professional identity of nine early years educators currently working in the early years sector of education in England. These educators include teachers, teaching assistants, nursery practitioners and nursery nurses working with children three to five years old in the Early Years Foundation Stage in state-maintained…

This paper draws on a broader qualitative study of professional learning in schools of the Peoples of the Book (Christians, Jews and Muslims) in post-colonial Australia, addressing the role that the growing number of Australian faith-based schools play in shaping a just and inclusive Australian society. By reviewing material in the public domain,…

The area of teachers' continuing professional development (CPD) is of growing interest internationally. However, while an increasing range of literature focuses on particular aspects of CPD, there is a paucity of literature addressing the spectrum of CPD models in a comparative manner. This article therefore considers a wide range of international…

This article reports on part of a wider study in which a group of teachers opted for a new model of continuing professional development (CPD) that was offered by one local authority (LA) in Scotland. In collaboration with the LA, the teachers selected the topic of critical literacy and the critical pedagogies that develop from a critical literacy…

Teacher educators need professional development in effective use of information and communication technologies (ICT) in order to keep up with the changes and developments in ICT and to pose as a model for teacher candidates. For the purpose of meeting teacher educators' professional development needs in ICT, it is necessary to take…

In this article we portray our personal journeys in a cross-cultural context resulting in professional growth. Data are presented in the form of constructed dialogues, and are reflected upon using the theories of transformative learning and intercultural competency. The role of lesson study as a vehicle for our journeys is examined. Reflection on…

This qualitative case study explored the experiences of eight observing teachers, a demonstration teacher, and a program department consultant, who over a nine-month period participated in a demonstration classroom professional development initiative. Analyses of participants' experiences documented how the initiative created a catalyst for…

The Educational Doctorate (EdD) at the University of Wolverhampton offers educational practitioners the opportunity to design a research enquiry based in, on or around their professional work. The cohort, reported on here, embarked upon their EdD studies during the 2007/08 academic year. This study reports on seven participants' learning…