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Wangbei Ye; Bin Zhou – Professional Development in Education, 2025
This study aims to portray Master Teachers' experience of teacher professional development in post-1976 China. Interview data were collected from 22 Master Teachers from Shanghai in 2019-2020. Analyses of the findings revealed that these Master Teachers experienced three historical stages of teachers' professional development in China: a…
Descriptors: Foreign Countries, Master Teachers, Faculty Development, Educational Change
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Giacomo Poderi; Jelena Popov; Jeppe Kilberg Møller – European Journal of Education, 2024
This article investigates teachers' lived experiences of an online professional development (OPD) course in Denmark -- that is, Teknosofikum -- through a hermeneutic phenomenological perspective, and it relies on the interpretive analysis of 15 semi-structured interviews. The article's contribution focuses on the theme of 'time' and highlights it…
Descriptors: Foreign Countries, College Faculty, Faculty Development, Online Courses
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M. D. Sepadi; M. J. Themane – South African Journal of Education, 2025
Teachers are critical to any new initiative to take root in schools. Therefore, creating capacity through learning and professional development is fundamental to any change in schools. With this article we analyse teachers' experiences of taking a short learning programme (SLP) for the implementation of inclusive education in the Limpopo province,…
Descriptors: Foreign Countries, Experienced Teachers, Inclusion, Faculty Development
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Lin, Weixin; Chang, Yuan-Cheng; Chen, Peng-Fei – Educational Research and Reviews, 2022
The professional development of teachers is fundamental to educational reform and promotion, and such a development includes teachers' aesthetic experiences. This study aims to explore the impact of Chinese teachers' aesthetic experiences on their professional development and the differences between male and female teachers in terms of the impact…
Descriptors: Foreign Countries, Aesthetics, Teaching Experience, Faculty Development
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Felipe Acuña; Rocío Fernández Ugalde – Globalisation, Societies and Education, 2025
This article examines the division within Chile's main teacher organisation caused by a dissident movement during the development of the new National Teaching Policy (PND), which occurred between the years 2014 and 2016. It focuses on the teachers' collective awakening and the internal logic of neoliberal teacher policies. Through interviews and…
Descriptors: Foreign Countries, Faculty Development, Educational Policy, Teacher Attitudes
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Giorgio Ostinelli; Alberto Crescentini – Professional Development in Education, 2024
In this article, we analyse teacher professional development in five European countries (Italy, Germany, France, England and Finland), comparing their approaches to teacher professional learning and development (PLD). We performed this task using a general framework based on what several studies highlighted so far as key-features in educational…
Descriptors: Faculty Development, Foreign Countries, Teacher Competencies, School Culture
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Natalia Ferrada Quezada; Cherie Flores-Fernández; Jessica Contreras Alvarez – SAGE Open, 2024
The objective of this study is to conduct a scoping review of the literature on access and permanence initiatives for the teaching profession aimed at immigrant teachers. The guidelines from the PRISMA-Scr protocol and the Johanna Briggs Institute protocol are used for this purpose. The literature search was performed in 8 databases, selecting 27…
Descriptors: Immigrants, Teachers, Teaching Experience, Teacher Certification
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Radke, Thomas – Action Learning: Research and Practice, 2023
Inside the action learning community there are many very open accounts and considerations of specific challenges and general phenomena such as power, emotion, action and learning. 'Am I doing it right' (Pedler and Abbott 2008 ["Am I Doing it Right? Facilitating Action Learning for Service Improvement." "Leadership in Health…
Descriptors: Experiential Learning, Facilitators (Individuals), Faculty Development, Critical Theory
Ellen Corovic; Sharyn Livy; Ann Downton – Mathematics Education Research Group of Australasia, 2024
Semi-structured interviews are used to gain insights into participants' lived experiences and perspectives on issues, but they are open to subjectivity. To address this issue our study explored the combination of timeline graphic elicitation tools with semistructured interviews as an approach to gain insights into teachers' experiences of…
Descriptors: Foreign Countries, Public Schools, Catholic Schools, Elementary School Mathematics
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Aikaterini Balasi; Georgios Iordanidis – Teacher Development, 2024
This study investigated the level of professional learning communities (PLCs), teachers' professional development (PD), and their relationship in Greek primary schools. This quantitative survey, which included 428 Greek public primary schools, yielded 674 and 571 responses regarding PLCs and PD, respectively. Hord's five PLC dimensions were…
Descriptors: Elementary Schools, Communities of Practice, Faculty Development, Foreign Countries
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Lotte Dyhrberg O'Neill; Ane Qvortrup – International Journal for Academic Development, 2024
Little is known about the use of multipurpose teaching portfolios. In this study we examined teachers' general perceptions of a mandatory and publicly available multipurpose teaching portfolio at a research-intensive university with a survey design and a mixed-method approach. Responses from a representative sample of 384 teachers from the…
Descriptors: Foreign Countries, Higher Education, Portfolios (Background Materials), Teaching Experience
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Wendi Beamish; Kathy Gibbs; Anh Hai Le – Australian Educational Researcher, 2025
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…
Descriptors: Foreign Countries, Elementary School Teachers, Teacher Attitudes, Teaching Experience
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Whitney L. Figland-Cook; Jacob Englin; Richie Roberts; Kristin S. Stair – Journal of Agricultural Education, 2025
This study aimed to understand how agriscience teachers' lived experiences during an international experience influenced their perspective changes on globally competent teaching one year later. Using a phenomenological approach, four themes emerged -- (1) personal growth, (2) intellectual growth, (3) professional growth, and (4) advocacy growth.…
Descriptors: Global Approach, Agriculture Teachers, Teacher Attitudes, Attitude Change
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Nadia De León Sautú; Mariana León; Delfina D'Alfonso; Nyasha Warren; Jermain Griffin; Danielle Sodani – Professional Development in Education, 2025
Many references to coaching, feedback and reflection, collaboration, and monitoring can be found as an essential component of effective teacher continuing professional development (CPD) in various contexts (Desimone 2009, Avalos 2011, Orr etal. 2012, Psychoyos 2012, Kourany 2017, Darling-Hammond et al. 2017, De León 2017); however, the results of…
Descriptors: Foreign Countries, Faculty Development, Barriers, Access to Education
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Flordeliza Mangaliman – International Journal of Research in Education and Science, 2025
As the educational system is being transformed by challenges and opportunities, supporting the students in the underexplored domain of social and emotional learning becomes vital. This study explores the lived experiences of science teachers from varied lengths of teaching experiences and their perceived key areas that are vital in the development…
Descriptors: Social Emotional Learning, Teaching Experience, Science Teachers, Faculty Development
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