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Direct linkOwen, Susanne Mary – Professional Development in Education, 2015
Innovative educational approaches for schooling require changes to the traditional teacher role towards operating as co-facilitators and co-learners, and working in teacher teams, with considerable professional learning supporting this. Professional learning communities (PLCs) have been acknowledged as highly effective, with their characteristics…
Descriptors: Communities of Practice, Faculty Development, Teacher Improvement, Teacher Collaboration
Svanbjörnsdóttir, Birna M.; Macdonald, Allyson; Frímannsson, Guðmundur H. – Professional Development in Education, 2016
In schools the participation of students, parents and paraprofessionals is important because it increases ownership and improves performance. Here the focus is on students' and paraprofessionals' learning and a sense of community when leaders try to develop a professional learning community in a new school in Iceland. An action research project…
Descriptors: Sense of Community, Paraprofessional School Personnel, Parent Attitudes, Student Attitudes
Roberts, Amanda; Weston, Kathryn – Professional Development in Education, 2014
The Research Excellence Framework has led to increased scrutiny on the volume/quality of writing produced by academics within higher education institutions. This paper describes the initiation of a writing support programme for teacher educators in a new university and analyses its impact. A key finding has been that supporting staff to write is…
Descriptors: Teacher Educators, Higher Education, Writing Improvement, Writing for Publication
Shannon, Darbianne; Snyder, Patricia; McLaughlin, Tara – Professional Development in Education, 2015
Implementation science defines training and coaching as two important competency components to support fidelity of implementation of evidence-based practices. The present study explores the perspectives of 21 preschool teachers, located in the United States, about the professional development (PD) they received, which included training and…
Descriptors: Preschool Teachers, Web Based Instruction, Coaching (Performance), Expertise
Harris, Jo; Cale, Lorraine; Musson, Hayley – Professional Development in Education, 2011
The impact of a professional development programme on primary school teachers' perceptions of physical education was investigated. Primary school teachers from five local education authorities in England provided data for the study via pre-course audits, course evaluations immediately following the programme, and focus groups and individual…
Descriptors: Elementary School Teachers, Physical Education, Focus Groups, Foreign Countries
Bumen, Nilay T. – Professional Development in Education, 2009
The purpose of this study was to analyze the impact of a professional development (PD) program on teacher self-efficacy and classroom practice. Thirty-eight in-service teachers from a foundation school in Izmir participated in this study. Multiple sets of data for this study came from the Turkish teachers' sense of efficacy scale, classroom…
Descriptors: Small Group Instruction, Student Projects, Self Efficacy, Focus Groups
