This study sought to understand reflection as a means to faculty engagement in continuing professional development (CPD). A mixed-method study was undertaken with faculty members in a Canadian higher education institution. Drawing on data from a questionnaire and semi-structured interviews, the extent to which faculty members use reflection as a…

This study explored using video self-analysis as a practice to help teachers identify effective problem-based learning (PBL) instruction and identify areas for their professional growth. Five seventh-grade teachers in the United States who varied in age, gender, ethnicity, and years of experience video-recorded their PBL instruction. Teachers then…

Teacher autonomy refers to a teacher's empowerment in the classroom, school, and community, leading to instructional efficacy and professionalism. Despite its proven contribution to pedagogical decision-making, studies reveal that many teachers lack sufficient autonomy mainly owing to institutional constraints. It is suggested that teachers…

Claims about teachers' potential to influence change tend to overlook that educational outcomes arise from complex, situated practices of many actors including teachers. This article introduces a tool for Teachers' Reflection on their Agency for Change (TRAC) for empirical analysis of teaching as a collective activity designed to 'track' the…

Pedagogical Content Knowledge (PCK) is a combination of different forms of teaching knowledge necessary to provide students with a meaningful learning experience. This article aims to improve teachers' PCK by incorporating it into an action learning approach. The authors designed the Blended Model of Reflective PCK (BMRP) to enable teachers to be…

In 2017, the participants of a higher education professional development (PD) working group (meitheal) met face-to-face and remotely to examine the National Forum for the Enhancement of Teaching and Learning in Higher Education (NFTL) Framework for Professional Development. Through collaboration and mentorship, members of the meitheal successfully…

Whilst video has become a central reflective tool in teacher education and teacher professional development, video-based collaborative reflection is just starting to gain traction as a research approach. The authors develop their understanding of this approach by examining how teacher noticing can be extended in teacher reflection. Specifically,…

In this study, collaborative lesson planning (CLP) was a positive 'dissonance' to the teachers' individual lesson planning practices. Thirty teachers grouped into grade-level teams (five members) participated in the study. Data transcripts from audio- and video-recordings, formal and informal interviews, and written evaluation forms were…

This study approaches teachers' identity development from a dialogical viewpoint, focusing on teachers' voices in a training course context about critical incidents (CIs) in teaching. The training course entailed the analysis and reflection of 15 CIs in online teaching from 12 online university teachers. The study's empirical element was 328…

This article is comprised of the results of a developmental evaluation inquiry into continuing professional development (CPD) at a college in Western Canada. Since 2015, despite having one of the most generous CPD budgets among all colleges in the region, the faculty participation rate in CPD has ranged between approximately 48% and 56%. Patton's…

A central part of teacher education is critical reflection. To engage with the new -- embrace change -- is inherently difficult. The solution is teacher control of change. Those who embrace change, or not, are identified in their language. Pronoun analysis situates a teacher and determines areas of discomfort for change. Particular personal…

The current qualitative descriptive-interpretive study was adopted to explore the impact of organizational and personnel changes carried out during two years of college-school partnership on the partnership vision, as well as on the attainment of professional development improvement in science teaching and pre-service teacher education. The data…

Many educational technology proponents support the Technological Pedagogical Content Knowledge (TPACK) model as a way to conceptualize teaching with technology, but recent TPACK research shows a need for empirical studies regarding the development of this knowledge. This proof-of-concept study applies mixed-methods to investigate the…

This article is about personally driven professional development through the use of reflective self-study. The argument that teachers need to take responsibility for their own learning while also taking decisions on how and in what areas to develop is strongly made throughout the article. Data for this article were gathered over a 10-year period…

Anecdotal and empirical evidence indicates that mentoring can be a successful strategy for supporting professional learning, yet limited literature exists on approaches to mentoring designed specifically for academics working in higher education. The aim of this study was to create an approach to mentoring tailored to the needs of academics and…