This qualitative phenomenological study researched the perceptions of job embedded professional development (JEPD) facilitated by instructional coaches at a secondary high school in southeast Texas. Five research questions guided the study of ten teacher's JEPD perceptions experienced the previous school year either weekly/biweekly and whole day.…

The field of English Language Teaching (ELT) and Learning is constantly evolving, influenced by advancements in educational theory, technology, and global trends. This article aims to explore several key issues and concepts in ELT, focusing on modern approaches and challenges faced by educators and learners alike. I will examine topics such as…

Academic enculturation, or the socialisation into a target academic community, is a crucial event in the trajectory development of aspiring scholars. It is a protracted process subject to the interplay of a constellation of factors. With the aim of uncovering potential contributors to positive enculturative outcomes, this paper reports on the case…

Scholars have long recognized that reading in digital spaces requires unique skills, strategies, and competencies in comparison to those needed for reading printed text. In recent years, the ubiquity of social media and algorithmically targeted content has radically changed the nature of online reading and meaning making. Technological changes…

This qualitative study aims to uncover the characteristics of teacher professional development (TPD) among professional groups of Vietnamese primary schools in the context of educational reform in the light of a sociocultural perspective. Data were collected from 12 participants from four primary schools in Central Vietnam using in-depth…

This paper focuses on the plural uses of pedagogical documentation, particularly the uses in the development of processes of Context-Based Participatory Professional Development for continuous professional development. It sits in the realm of participatory pedagogies, specifically the Pedagogy-in-Participation approach (Oliveira-Formosinho and…

Increasing numbers of studies in STEM fields indicate that there are higher gains in student outcomes in classroom environments implementing evidence-based teaching approaches focused on learners and their learning when compared to traditional lecture-based classrooms. However, despite the compelling results, studies show that lecture is still the…

This study explored the extent to which distance learning tutors found sharing practice through participating in a tutor-led online programme of online events helped them to develop as practitioners and hence support students more effectively. The regular online sessions, delivered by tutors for tutors, was a staff development initiative…

Online teacher education programs can be more situated by engaging student teachers in Internet-based collaborative reflection (ICR) and e-learning-oriented assessment (ELOA) via Web 2.0 technology. Thus, this study explored how the role of English-as-a-foreign-language (EFL) student teachers' ICR practices and ELOA can enhance student teachers'…

Like their counterparts in business, teachers who act as knowledge brokers play a key role in transferring and translating knowledge from those who have it to those who need it. This article reports on findings of a qualitative study which examined how four knowledge broker teachers influenced the professional development of their colleague…

Cross-professional collaboration in schools is a prerequisite for professional teaching practice and thus for professional development in many post-industrialized societies, yet little is known about how teachers with different professional backgrounds make meaning of and internalize cross-professional collaboration and how inequities in…

The field of Mind, Brain, and Education (MBE) has debated the strategies and merit of training teachers in principles of neuroscience. A previous study argued for groups of teachers to be trained as "educational engineers" capable of translating the work of cognitive neuroscientists and education researchers into practical application.…

The focus of this study was to explore high school teachers' perceptions of self-directed professional development learning as participants in a community of practice. The questions for this study were: How did directing their own learning influence high school teachers' perceptions of their professional development? How did participating in a…

The National Association of Geoscience Teachers' "Workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing One's Career" has been offered annually since 1999. The five-day workshop with accompanying web resources employs a "whole faculty" approach to support geoscience faculty members during their…

The purpose of the present mixed methods study was to investigate a model of situated professional development and classroom-based early reading intervention implemented by the K-2 teaching teams from one school in a large urban/suburban school district in the southeastern United States. Twenty-nine teachers participated along with 125 students…