The assessment of workplace learning by educators at the workplace is a complex and inherently social process, as the workplace is a participatory learning environment. We therefore propose seeing assessment as a process of judgment embedded in a community of practice and to this purpose use the philosophy of inferentialism to unravel the judgment…

This study was conducted to determine if there were significant differences between the self-efficacy and responsibility beliefs among those who had received instructional coaching and those who had not. This mixed-methods study used the Teacher Responsibility Scale (TRS) to measure both self-efficacy and responsibility beliefs as well as…

This study explores teachers' experiences of peer observation in a post-primary setting. We begin by reviewing the literature on the peer observation of teaching, teacher professional development, professional learning communities and reflective practice. A qualitative, inductive, multi-method case study is used. Four pairs of teachers…

This article reports the results of a qualitative study whose purpose was to explore the teacher identity construction experiences of one group of vocational education English language teachers in China. The study uses narrative methods of inquiry to examine how English language teachers construct their professional identities within a…

Institutions of higher education have a primary mission of providing a quality eduation to all of its student, including students with disabilities. This practice brief describes tools used in an innovative approach to teaching observations that were designed to improve access for students with disabilities through inclusive teaching strategies,…

This article explores how teachers can use the sentence stems "I notice" and "I wonder" to deepen professional conversations with colleagues, both in person and in online spaces.

This article presents a critical reflection on the experiences of three university instructors (two teaching stream and one tenure stream) within a 6-month peer-to-peer mentoring for teaching community of practice (P2P CoP). As part of the P2P CoP, the authors (who were previously unknown to one another) formed a "teaching triad" at a…

As the main facilitators of teaching and learning, faculty developers' views as individuals and as members of their academic communities are essential to higher education research. Yet, developers' perceptions of their own growth and learning as practitioners are underrepresented in the extant literature. This qualitative study explored…

Equitable sensemaking allows for meaningful understanding of the big ideas of science and deeper engagement in science practices. Many nonscience majors, including elementary preservice teachers (PSTs), do not have opportunities to engage in equitable sensemaking within their secondary or college-level courses. An innovative cycle to support…

Articulations of effective teacher professional development (PD) consistently foreground a focus on curriculum content and how best to teach it. Consequently, when teachers work together on pedagogy they typically work with colleagues who have similar specialisations, focusing on a specific subject or part of the curriculum. Arguably, however,…

This study explores the processes of collaborative teacher learning in a Lesson Study group at a lower secondary school in Norway. In this context, teacher learning is understood from a sociocultural perspective, as making sense of the world, solving problems and exploring new perspectives through social interaction. Audio-recorded teacher…

Social media with diverse functionalities enables people to communicate, make connections, exchange information, and transfer knowledge without time and location restrictions. The number of informal learning communities based on social media is growing, but the knowledge about how these communities work is still limited. Three main issues for…

Chinese-style teaching research is rooted in a well-established culture of observation and introspection, in a tradition which has experienced two thousand years of permutations, leading up to the introduction of new perspectives from modern teaching. The essential characteristics of Chinese-style teaching research are founded in classroom…

This study examined the impact of instructional conversations about peer observations on the collaboration and perceptions of teachers at a western New Jersey middle school. This study's impetus comes from previous work of the same impact on an elementary school in Pennsylvania. The study focused on these conversations' reflective nature, and the…

Most grading done at high schools in the United States results in a single grade for a single class on a report card or transcript. A single number or letter lacks context and cannot effectively communicate a student's proficiency in content or skills. Altering or expanding a school's grading scheme may originate at the district or school level,…