Traditional teacher professional development uses a transmission model, in which perceived experts share information with teachers that they are then expected to use in their work with students. In contrast, collaborative inquiry (CI) invites teachers to work with others to answer questions about their work and how they can improve. Lucinda…

Scholarship on life cycles of teacher development posits that teachers progress through specific stages with specific developmental needs. However, this scholarship rests on studies over traditional ten-month, semester, or quarterly education cycles and does not accommodate alternative teaching frequencies or durations. This study applies this…

Promoting teacher professional learning by empowering established master teachers as leaders is a priority in many societies, including America, Australia, and Canada. Yet, few systems have implemented strategies that allow this to happen at scale. China is one of the few societies that engage master teachers in spreading learning. They do this…

Recalling Freire's lessons on education and teacher development, this study embraces the transformative power of dialogue. In the context of Brazilian public schools, where education faces challenges such as rigid curriculum prescriptions, the researchers implemented a Lesson Study cycle as a dialogic teacher development intervention. Despite…

This systematic review explores what is known about the relationships between characteristics of pedagogical development programmes (PDP) in higher education, context characteristics within which PDPs take place, and teacher development outcomes. Thirty-one peer-reviewed articles were reviewed using the "Interconnected Model of Professional…

This qualitative case study investigates how faculty members in a Title I middle school engage in collaborative practices to enhance professional growth without formal professional learning. Framed within a descriptive lens (Merriam, 1998) and informed by Brown and Duguid's Community of Practice (CoP) framework (1991), the study addresses two…

The actions of a teacher are one of the strongest factors influencing students' academic achievement and future life success. However, some of the most common frameworks that are used to evaluate teachers and guide their development or improvement are not based on or informed by research about effective teaching methods. Other frameworks are…

Purpose: The purpose of this paper is to systematically review the history and current state of lesson study (LS) in Germany. In particular, this paper describes the development of LS over time and its stakeholders. Design/methodology/approach: Conducting a systematic literature review, we searched three scientific databases and Google Scholar,…

Studies show a need for career and technical education (CTE) faculty to have more instructional training. Greater use of evidence based instructional practices (EBIPs) would likely improve community college CTE program instruction by providing research-based guidance for effective instruction. Use of EBIPs remains low across all levels of…

The competency-based approach is currently introduced throughout the whole pre-school education system, and this process reveals the uncertainty, doubts, confusion, and unpreparedness of teachers for the implementation of this task. It also highlights the need to provide new guidance for the professional development of in-service teachers. The…

The purposes of this research were to 1) study the components and indicators of teacher competency in Mechatronics and Robotics, 2) study the current states, desirable states, and the needs for teacher competency development in the Mechatronics and Robotics Department, 3) design and development of teacher competency-enhancing programs in…

Purpose: This study examines the relationship between teacher leadership and learning in lesson study (LS). Design/methodology/approach: A multilevel analysis of data was conducted based on the results of a questionnaire survey of 129 teachers collected through Google forms from 27 schools in the city. Findings: First, in the sample, leadership…

Teachers play a pivotal role in the implementation of school-based pedagogical reforms. The study reported here explored how participating teachers (n = 54) viewed the pedagogical framework developed at their Australian primary school to improve teaching and learning. Responses to an online survey revealed that teachers understood the pedagogical…

This study investigates ways to improve the quality of higher education in Ukraine through coaching. The psychological aspects of self-development and professional self-realization of teachers through coaching were examined: motivation factors, emotional intelligence, reflection, and self-awareness were analyzed as integral components of coaching.…

This article presents an action research project conducted in a Swedish compulsory school. In the project the participants explored ways of identifying actions to improve in the practices of a professional learning community in order to develop teaching. This is important for participants in such communities, since the outcome of developed…