This grounded theory study sought to understand how educators who have participated in a Punahou School-Wo International Center professional development program define components of global citizenship, integrate them into their teaching practices, and detect its presence. This qualitative study interviewed 20 educators (after reaching saturation)…

Background: In many educational settings, professional development (PD) for in-service teachers assumes particular significance in the wake of curricula reform. This is so that teachers are enabled to become familiar with new competencies that are aligned with new learning standards, and also that teachers may be supported in actively reflecting…

This paper brings together the storied experiences of a group of diverse scholars from Ghana, Uzbekistan, and the United States who use a collaborative autoethnographic lens to engage in the process of self-reflection/self-critique with respect to salient aspects of their identities (e.g., race, language, gender, socioeconomic status, and so…

Most Australian universities articulate some policies around the integration of graduate learning outcomes in courses. This paper draws on a Federal Government funded project that adopted a developmental approach to students' acquisition of course learning outcomes, through the embedding of academic literacies in course curricula. The project was…

This study analyzes teachers' reflective conversations occurring while viewing authentic classroom video captures within a professional learning network. Select video recordings of participating teachers of the PLN were presented in both a small group and large group context. Members of the research team facilitated the discussions and guiding…

Telecollaborative research often focuses on intercultural objectives rather than language learning, and highlights limitations due to technical difficulties and poor task design. This study redresses the balance by focusing on language and learner interaction in an exchange involving the English as a Foreign Language (EFL) learners of 35 secondary…

This paper reports on the effectiveness of a professional partnership approach to preparing pre-service primary teachers to teach science. The study involved final year BEd pre-service primary teachers at the University of Tasmania, each working in the class of a volunteer colleague teacher. The programme provided an authentic science teaching…

FirstSchool is a school reform approach to early schooling for children 3 to 8 years old. It was developed over the past five years through a collaborative partnership among families, schools, communities, and institutions of higher education. The approach responds to the needs of all young children--especially in African American or Latino…

The present study explored how cross-cultural collaboration involving university lecturers from Norway (the North) and Egypt (the South), and student-teachers from Egypt, can be an arena for facilitating student-teachers' reflection and for challenging student-teachers' preconceived beliefs and perspectives about disability and education. The…

In spite of the relatively long history of formalized music teacher preparation in the United States, surprisingly little research has focused on the question of how teachers learn to teach music. The authors of this article have proposed a theory of situated learning, building on the idea of apprenticeship. Several models of music teacher…

This paper describes a professional development model with promise for supporting meaningful shifts in practice. We begin by introducing the theoretical principles underlying our professional development model, with a focus on explicating the interface between collaborative inquiry in a learning community (Lave, 1991, In L.B. Resnick, J.M. Levine,…

This paper describes the development of a secondary education collaborative model leading to the redesign of the secondary education preservice teacher preparation program at one university. To initiate the collaboration, an invitational conference was held which included representatives of all stakeholders in secondary teacher preparation (school…

This paper argues that teacher knowledge is a necessary component in the development of new knowledge about teaching and learning. Teacher knowledge in collaboration with university partnerships that are engaged in the practice of intentional change coupled with reflective conversations that serve as an enhancement to ongoing, long-term…

Examines limitations and possibilities of reflection in teacher learning and change, discussing choices regarding its purposes and processes and arguing that if it is to succeed, teachers must engage in partnerships with colleagues from inside or outside the school in order to confront thinking and practice; a necessary process if the outcome of…

Presents strategies from six schools and two districts that won this year's U.S. Department of Education Model Professional Development Awards. Some of their strategies include teacher collaboration to plan professional development; teachers as leaders of learning for themselves and their peers; external partners providing expertise and resources;…