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Direct linkKim Wilson; Janet Dutton; Elizabeth Hitches – Professional Development in Education, 2024
School leaders increasingly view inquiry-based professional learning as a means to address diverse aspirations concerning teacher development, school improvement, and regulatory requirements. This qualitative, case study uses interview data to investigate the experiences of school leaders during a one-year cycle of "Practitioner Inquiry:…
Descriptors: Teacher Researchers, Faculty Development, Inquiry, Leadership Role
Yariv Feniger; Jenna Goldshtein; Dana Vedder-Weiss – Journal of Education Policy, 2024
Test-based accountability (TBA) draws on a managerialist ideology that emphasises standards, constant measurement, and external motivation for improvement. It stands in sharp contrast to the idea of professional learning communities (PLCs) that aim to mobilise teachers' internal motivation and willingness to cooperate with peers to facilitate a…
Descriptors: Communities of Practice, Standardized Tests, Accountability, Intervention
Kailyn Fullerton – ProQuest LLC, 2024
This dissertation describes the experience of a group of international school teachers engaging in a cooperative inquiry exploring the influence of mindfulness-based social-emotional learning (MBSEL) practices on their personal and professional lives. The current reality for educators is one of systemic stress and burnout, with teachers working…
Descriptors: Faculty Development, International Schools, Teacher Attitudes, Teachers
Yung-Ju Chen; Xiuye Xie – Journal of Physical Education, Recreation & Dance, 2024
This article aims to explain how social media platforms like Facebook and Twitter can be useful setting for effective professional learning communities (PLCs) for physical educators. It also pinpoints the opportunities and challenges of using social media for PLCs and provides recommendations for physical educators and physical education teacher…
Descriptors: Social Media, Physical Education Teachers, Communities of Practice, Faculty Development
Download full textLaura Cruz; Eileen Grodziak; Diana Botnaru; Deborah Walker; Trent W. Maurer; Alan Altany; Betty Abraham-Settles; Michelle Amos; Kimberly Bunch-Crump; Alan Cook; Heidi Eisenreich; Diana Gregory; Michael L. Howell; Ioney James; Shainaz Landge; Jane Lynes; Joyce Pompey; Brendan L. Shapiro; Allison Smith; Brenda Thomas; Felicity M. Turner; Ellen H. Williams; Robin Gerchman; Miiriam Horne; Richard Hughes; Alandra Kahl; Rebecca Layson; David X. Lemmons; Jeffrey A. Stone; Elizabeth VanDeusen; Yue Zhang – International Journal for the Scholarship of Teaching and Learning, 2023
This is a large-scale, multi-author collaborative autoethnographic study exploring the concept of building a tangible teaching commons on the example of the Scholarship of Teaching and Learning (SoTL) Commons Conference. The project organizers sought to provide a big tent and extended an invitation to attendees to respond to a series of writing…
Descriptors: Scholarship, Instruction, Learning, Conferences (Gatherings)
Din, Cari; Alharbi, Hawazen; Maclinnis, Martin; Mardjetko, Andrew; Archer-Kuhn, Beth; Jamniczky, Heather; Jacobsen, Michele – Papers on Postsecondary Learning and Teaching, 2022
The Teaching Scholars Program and Community of Practice (TSCoP) develops educational leadership and research through enabling reflective conversations, purposeful listening, inclusive standards, and bold thinking about Scholarship of Teaching and Learning (SoTL). Teaching Scholars lead innovative practice in their own faculty given their shared…
Descriptors: Communities of Practice, Leadership, Higher Education, Mentors
Lysberg, Julie – Journal of Workplace Learning, 2023
Purpose: The purpose of this study is to gain insight into and understand the authentic lived experience of the processes of collaborative inquiry in teamwork from the perspective of teachers. Design/methodology/approach: Data comprises stimulated recall interviews and semi-structured interviews. Seventeen teachers from four different teams in…
Descriptors: Teamwork, Faculty Development, Teacher Collaboration, Teacher Attitudes
Krishna R. Millsapp – ProQuest LLC, 2024
Novice teachers benefit from individualized and cohort mentoring to help them successfully navigate student teaching and the first years of independent teaching. However, schools are experiencing a rise in attrition rates post-pandemic, especially in math and science. Mentoring, goal setting, and community-building are deemed important for…
Descriptors: Mentors, Mathematics Teachers, Science Teachers, Beginning Teachers
Alexina Thorén Williams; Maria Svensson; Dawn Sanders – Design and Technology Education, 2024
The study aims at professional development directed towards finding new pathways in education for and in sustainable development. In this study, we consider how primary teachers from two schools in Gothenburg, Sweden, experience the forest and the urban area as potential learning environments. This study focuses on teachers' perceptions…
Descriptors: Reflection, Teacher Attitudes, Forestry, Urban Areas
Hennessy, Sara; Kershner, Ruth; Calcagni, Elisa; Ahmed, Farah – Review of Education, 2021
Research indicating the educational value of classroom dialogue, in which participants engage critically and constructively with other perspectives, is long established but classroom practice evolves slowly. Outcomes of practitioner professional development in this area are inconsistent and often dependent on costly, external input. Our study…
Descriptors: Faculty Development, Inquiry, Dialogs (Language), Reflection
Stanley Richards; Nancy Zuckerbrod; Kristin De Vivo, Contributor; Kate Felsen, Contributor; Courtney Paulger, Contributor; Denis Udall, Contributor – Lucas Education Research, George Lucas Educational Foundation, 2021
This paper provides an overview of the research landscape for the kind of professional learning needed for project-based learning to succeed. The evidence is clear that such professional learning must ensure teachers are active, self-directed learners who receive support that is meaningful and relevant to their experiences and context. The authors…
Descriptors: Student Projects, Active Learning, Advanced Placement Programs, Inquiry
Puspha Sinnayah; Trudy Ambler; Kate Kelly; Loretta Konjarski; Kathy Tangalakis; Andrew Smallridge – Innovations in Education and Teaching International, 2024
The literature indicates that collaborative activities can support professional learning (PL) for academics teaching in higher education (HE). Nevertheless, limited approaches for collegial PL exist that can be embedded in the day-to-day work of busy academics. This paper reports on an evidence-based approach to practice that was undertaken to…
Descriptors: Teacher Education, Faculty Development, Higher Education, Cooperative Learning
Kirstin Adina Gibson – ProQuest LLC, 2024
Schools are becoming increasingly diverse; yet, most elementary teachers are White, middle-class females (NCES, 2021; Urrieta, 2009). Principals are charged with support all students' literacy instruction, not just those whose cultural background aligns with school leaders and teaching staff. In this study, an elementary principal designed a…
Descriptors: Elementary Schools, Principals, Cultural Awareness, Culturally Relevant Education
Bautista García-Vera, Antonio, Ed. – Teacher Education, Learning Innovation and Accountability, 2023
This open access book discusses the functionality of the use of the language of photography in teachers' initial and ongoing training. It analyzes the nature of photography as a representation system, facilitating inquiry and reflection on its practice for teachers and evocating on theories and beliefs that may guide their work in classrooms.…
Descriptors: Accountability, Teacher Education Programs, Photography, Faculty Development
McMillan, Paul; Jess, Mike – Professional Development in Education, 2021
The current neoliberal political climate in education has narrowed the focus of teachers' professional development and reduced their work in the classroom to a simple and predictable process. In this article, we challenge this view by deploying a range of complexity thinking concepts to present an account of teachers as self-organising, inquiring,…
Descriptors: Communities of Practice, Faculty Development, Teacher Competencies, Teacher Collaboration
