This report is based on qualitative research conducted between October and November 2024 under the Erasmus+-funded project "Staff development in teaching at European universities" (STAFF-DEV). Four focus groups were organised involving 16 higher education staff representing 16 different Higher education Institutions and 10 different…

Studies investigating the effectiveness of professional development (PD) programs have provided no conclusive findings on what exactly makes a PD effort effective. Using an observation-based coaching PD program, we explore which features in the PD implementation process facilitated or impeded teachers' meaningful engagement in and learning from…

Elementary teachers (N = 160) from two districts responded to survey questions about inservice professional development and administrator feedback and support for implementing research-based, effective classroom and behavior management (C/BM) strategies. Results indicated slightly more than half (55%) of teachers reported their participation in…

This primary school teachers' (1CEB) community of practice started its activity in the school year 2020/2021, being organized around three main goals: (i) implement a small community of practice with 1CEB teachers, focusing on issues related to the curricular integration of Digital Technologies (DT); (ii) create lesson plans and other materials…

Background/Context: Professional development (PD) programs have been the primary tool school districts have used to improve teachers' knowledge and skills, though the evidence is mixed on the degree to which these investments translate into improved outcomes for teachers and their students. Further, most research has tracked researcher-designed…

As additional preparation while teaching for the K-12 medium of instruction, the Korean Ministry of Education has actively promoted diverse professional development (PD) programs to promote English teachers' "Teaching English through English" (TETE) implementation. This study explored Korean K-12 English teachers' self-efficacy about…

The purpose of this qualitative methods research is to study the development of teacher leaders in the implementation of grade-level and/or departmentalized professional learning communities across eight parochial schools. When working with teacher leaders in the leading of grade-level or departmentalized professional learning teams, there are…

The purpose of this report is to help stakeholders of Professional Pathways for Teachers (PPfT) understand and refine the methods used to measure program implementation and outcomes. This report also contains summative data on the progress of PPfT, which just completed its third year. PPfT first launched district-wide in AISD in the 2016-2017…

This is an executive summary of a full report that helps stakeholders of Professional Pathways for Teachers (PPfT) understand and refine the methods used to measure program implementation and outcomes. The full report also contains summative data on the progress of PPfT, having just completed its third year. PPfT first launched district-wide in…

This research aims at illustrating the implementation of Professional Learning Community (PLC) programs, which later will be used to be the basic data for the preparation of PLC program design that is applicable and easily implemented by the teachers. The low contribution and discontinuity of teachers in the PLC programs in primary schools have…

This research aimed to investigate and compare teachers' conceptualizations of their students' and their own outcomes of our earlySTEM program at the K4 level in two distinct roles: practitioners only and practitioners and program developers jointly. The study group included 66 teachers, 26 of whom had actively contributed to the development of…

Coaching in the school setting typically follows a teacher observation by an administrator or coach. Feedback is often delayed and does not allow for immediate error correction. Traditional professional development in schools is often a one-day passive receipt of content or strategies, with no time to practice, implement, or follow-up on the…

Learning design is a research field which studies how to best support teachers as designers of Technology Enhanced Learning (TEL) situations. Although substantial work has been done in the articulation of the learning design process, little is known about how learning designs are experienced by students and teachers, especially in the context of…

In this paper, we analyse the motivation and experiences of teaching staff participating in a novel exported Finnish degree programme in teacher education for Indonesian students. The data are based on online questionnaires sent to the teachers in March 2017. Huberman's professional career path and Mezirow's module for transformative learning are…

This study examined the effects of the Local Systemic Change Through Teacher Enhancement Initiative (LSC) on 1,596 in-service high school mathematics teachers' knowledge. Because data are clustered by schools, a hierarchical linear model was calculated. It was found that five of the characteristics of the professional development, time to reflect,…