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…

The purpose of this study was: (1) to build embedded reflective practices with qualitative data in alignment with existing continuous improvement (CI) for equity processes; and (2) provide professional development (PD) to support educators in using qualitative data sharing processes with the expectation of collective teacher efficacy (CTE)…

This study explores readiness for change (RFC) in infant and early childhood education through the perspectives of Infant and Early Childhood Mental Health (IECMH) consultants and social-emotional (SEL) coaches. Specifically, this research examines how these professionals perceive educators' RFC, identify barriers and facilitators to engagement,…

Teacher attrition is a main contributor to teacher shortages; providing effective professional development leading to increases in self-efficacy, reflective capacity, and job satisfaction may support teacher retention. Effective professional development, self-efficacy, reflective practice, and job satisfaction are all directly related to teacher…

This study aimed to explore and document language teachers' beliefs and perceptions of journal writing as a tool for improving their practice and enhancing their professional growth. The significance of reflective journals in improving professional practice has been widely reported in pre-service teacher education research. However, research on…

Novice teachers are often discouraged by the problems they encounter in their daily professional practices and they (still) feel unable to cope with. This is also reflected in high drop-out rates in the early stages of teachers' careers. In this paper a theory-informed methodology to support novice teachers' individual and collective professional…

This study investigates preschool teachers' experiences and perceptions of a professional development (PD) program on children's self-regulation. This PD opportunity was planned around two aims: to increase preschool teachers' awareness of children's self-regulation skills and to support participants' understanding and skills to implement the Red…

The professional learning journey for teachers can be either a challenging or a fulfilling one, depending on the conditions in each educational setting. One new initiative at the Manitoba Teachers' Society, the Collaborative Learning Team Grants project, seeks to address barriers such as fixed mindsets, a lack of time, and the absence of praxis,…

The nature of knowledge and how it is developed have been debated in philosophy and research for centuries. In the literature on teachers' knowledge, two perspectives have been particularly visible. One perspective stresses cognitive processes and deliberate knowledge acquisition. Another perspective stresses the situated nature of teachers'…

This paper demonstrates how the features and affordances of open learning have been developed in new and productive ways to provide school-based continuing professional development for teachers in Zambia. It presents and critically reviews data from 200 teachers who have taken part in phase 1 of the Zambian Education School-based Training (ZEST)…

Dual language and immersion (DLI) instruction at the secondary level is a particular challenge, as teachers are tasked with teaching abstract, cognitively complex content while supporting students in continuing to develop their partner language proficiency. This content and language integration requires a unique skill set and knowledge base, but…

"The Comprehensive Intervention Model: Fostering Self-Regulated Readers Through Responsive Teaching" by Linda Dorn, Carla Soffos, and Adria Klein introduces educators to an innovative intervention model that puts theory to practice then gives that practice a framework. When implemented with fidelity, the framework has the potential to…

Supporting parent-child relationships is vital for children's social and emotional development, future health and well-being. As children now spend significant amounts of time attending early childhood education and care settings, it is opportune that interventions be designed for educators to promote and nurture parent-child relationships. The…

Most research on peer observation as a professional development intervention in EFL contexts focuses either on teachers' perceptions about its usefulness or the methodical frameworks. There are a few studies which report realtime incidence of a peer observed lesson. To fill this gap, the present study arranged a peer observation for a reading…

This article contributes to the discussion on mathematics teacher reflection. Reflection was included in a study of the didactisation practices of primary school mathematics teachers as one of nine didactisation practices. The study involved five volunteer primary school mathematics teachers. A qualitative design-research approach was designed…