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Aliya Zafar; Mueen A. Zafar; Fayyaz Ahmad Faize; Raja Hasham Ahmad – Journal of Education, 2024
This study introduced action research to a group of 25 teachers in a K-12 school in Pakistan. The objective was to understand how teachers viewed their identity as teachers and how they perceived action research as a possible professional development tool. Data were obtained through three focused group interviews with 12 volunteers from the…
Descriptors: Foreign Countries, Professional Identity, Elementary Secondary Education, Teacher Attitudes
Nina Mulaimovic; Eric Richter; Rebecca Lazarides; Dirk Richter – British Journal of Educational Technology, 2025
In order for teachers to successfully gain new knowledge during professional development (PD), courses must be of high quality and stimulate active involvement from participants. More and more PD courses are taking place online, without clear evidence of whether face-to-face and online courses differ in terms of their quality or level of…
Descriptors: Faculty Development, In Person Learning, Online Courses, Program Effectiveness
Peter Bannister; Mark Carver – Professional Development in Education, 2025
Responding to GenAI technologies, academics press for PLD that informs pedagogical practice and policy development. However, insufficient critical evaluation of whose knowledge informs this and its underlying complexity has resulted in excessively reductive offerings that either champion specific tools or advocate for their prohibition. Engaging…
Descriptors: Artificial Intelligence, Faculty Development, English for Academic Purposes, Language Teachers
Guanzheng Chen; Yuying Fan – International Journal of Web-Based Learning and Teaching Technologies, 2025
With the increased glocalization in China, internationalization of education has become trends, requiring teachers to possess intercultural competence. This mixed-methods study aims to investigate the effectiveness of web-based teaching and learning models, particularly the HyFlex model and Gather.town, in fostering intercultural competence among…
Descriptors: Foreign Countries, Kindergarten, Early Childhood Teachers, Cultural Awareness
Bilgen Kiral – SAGE Open, 2025
Teacher empowerment is characterized as teachers' individual and professional development, supporting them, providing them with comfortable working conditions and materials, and fostering constructive communication. The study sought to understand how principals approach teacher empowerment and what constitutes optimum teacher empowerment. The…
Descriptors: Teacher Empowerment, Faculty Development, Public Schools, Teacher Administrator Relationship
Van-Thong Ho; Thi-Kim Anh Le; Van-De Nguyen; Trong-Nam Phan; Van-Dat Tran – Journal of Education and e-Learning Research, 2024
The primary purpose of educational programs is to enhance students' knowledge and skills through pedagogical training activities. However, preschool teachers in Vietnam face limitations in their professional capacity. Thus, this study aimed to address issues by evaluating the level of implementation of pedagogical training activities for preschool…
Descriptors: Preschool Teachers, Faculty Development, Preschool Education, Foreign Countries
Churchward, Peter; Willis, Jill – Teachers and Teaching: Theory and Practice, 2023
Teacher quality is not often defined but can be understood through the way that policies and expectations for teaching quality are talked about and talked into being. How do early career teachers (ECTs) navigate high expectations of becoming quality teachers, especially when there are several discourses of quality, some prominent and others less…
Descriptors: Beginning Teachers, Teacher Effectiveness, Foreign Countries, Faculty Development
Jaana Herranen; Maija Aksela – LUMAT: International Journal on Math, Science and Technology Education, 2024
This is a mixed-methods case study aiming to understand teachers' self-efficacy beliefs for sustainability education in the context of climate change education. Therefore, we studied teachers' self-efficacy beliefs from their own perspective as well as the connection between self-efficacy and related concepts, perceived content knowledge (pCK) and…
Descriptors: Sustainability, Climate, Self Efficacy, Teacher Attitudes
Hasan Hariri; Hamid Mukhlis; Muhammad Nurwahidin; Atik Rusdiani; Ridwan – Journal of Education and e-Learning Research, 2024
This study examines the self-perceptions of Indonesian primary education teachers as transformational leaders. A quantitative survey was conducted with 400 randomly selected teachers from Lampung Province, Indonesia to assess their transformational leadership (TL) practices using the Transformational Teaching Questionnaire (TTQ) adapted and…
Descriptors: Foreign Countries, Self Concept, Elementary School Teachers, Teacher Leadership
Salomé Martínez; Helena Montenegro – Professional Development in Education, 2025
For educators, identifying and characterising problems in their teaching practice is essential for triggering inquiries into their practice. Knowing what educators consider problematic is essential for generating strategies for situated approaches to help teacher educators manage their problems and promote professional learning. In this study, we…
Descriptors: Foreign Countries, Mathematics Teachers, Educational Practices, Teaching Methods
Ghazi Algethami; Hadeel Al Kamli – SAGE Open, 2025
Research over the last two decades has shown that teaching pronunciation is both effective and important in language education. Nowadays, therefore, many English language textbooks include pronunciation activities. It is not clear yet how this has affected or changed teachers' beliefs and practices in different teaching contexts. The current study…
Descriptors: Foreign Countries, Pronunciation, English (Second Language), Second Language Instruction
Maria Assunta Cappelli; Abdeljalil Akkari – Education and Information Technologies, 2025
This study examines the effectiveness of ICT training programmes for academics at selected universities in Africa, specifically in Cameroon, Nigeria, and South Africa. Using a qualitative approach, we conducted semi-structured interviews with five ICT trainers and three trainees to better understand their experiences. The findings highlight both…
Descriptors: Information Technology, Technology Education, Training, Teacher Education
Rosalie Goldsmith; Franziska Trede – Professional Development in Education, 2024
In order to graduate as professional engineers in Australia, engineering students undertake internships as part of their degree programmes. The heart of a productive internship programme is the relationship between the workplace supervisor and the student, yet there are significant gaps in the knowledge about the nature and type of professional…
Descriptors: Supervisors, Supervision, Engineering Education, Internship Programs
Yi-Hwa Liou; Claire Sinnema; Joelle Rodway; Ling-Hui Su; Alan J. Daly; Rachel Cann – Journal of Professional Capital and Community, 2025
Purpose: Driven by the need to deepen understanding of the mechanisms driving teacher collaboration for enhancing teacher learning and practices, this study aims to investigate the influence of collaborative organizational conditions, network intentionality and efficacy for leading curriculum learning on teachers' professional growth within the…
Descriptors: Teacher Collaboration, Faculty Development, Communities of Practice, Teacher Attitudes
Tal Carmi; Ainat Guberman; Rachel Cohen Brandeis – Professional Development in Education, 2025
Professional learning communities (PLCs) have become the gold standard of teachers' professional learning. However, their success is far from guaranteed. Little is known regarding the processes that groups of learners undergo to become fully-fledged PLCs. This study followed a teachers' PLC over three years. It shows how the facilitator learned to…
Descriptors: Faculty Development, Communities of Practice, Teacher Collaboration, Learning Processes