ITE has been criticised for being disconnected, with different languages being spoken in the two learning arenas of campus and schools. Bringing people together, such as through formal university-school partnerships, is not enough to open up communicative learning spaces -- sites of collaborative learning that are democratic, safe and supportive.…

Professional development programs (PDP) are an important tool for achieving educational goals; assessing their effectiveness, however, is complex. The success of PDP depends on teachers' ability to transfer newly gained knowledge and skills into practice. To assess this effectiveness, it is necessary to develop appropriate methodological tools.…

Professional development programmes for teachers that aim at context-based science education are usually lengthy and less effective than intended. In this study, a one-year professional development programme was designed and evaluated that consistently started from the teachers' concerns regarding context-based education. The teachers reported a…

In this study, we introduce an analytic framework for effective professional development programmes (PDPs) that has been synthesised and derived from the literature. The framework acknowledges that certain design features concerning how to process the content as well as the methods to facilitate teachers' enactment are important but also…

The purpose of the current study was to examine the perceptions of teachers in different professional development periods regarding their experience of traditional activities for continuing professional development (CPD). The participants were 45 teachers from three professional life periods on the basis of teaching experience. Teachers'…

Building school capacity for teacher learning is the competitive advantage that leads to schools' sustained improvement. Literature has highlighted the importance of school capacity building. However, scant research has explored how schools in the specific contexts practically build their capacity for teacher learning. Using qualitative data…

This national study of 1858 teachers participating in professional development(PD) summer programs in the United States encompasses a wide range of science subjects and grades. It was conducted to identify program features associated with increases in two types of teacher knowledge that are goals for most professional development programs: teacher…

The current study aimed to examine the perceptions of primary school teachers in different periods of their professional life regarding what constitutes professional development and their experiences with reformed professional development courses. Teachers (N = 45) were enrolled in the study from three professional life periods (entry-level,…

This research investigates the relationship between professional development experience and teacher self-efficacy in the United States, using an international dataset, TALIS: 2013. Based on social cognitive theories and adult learning theories, this research hypothesizes that teacher self-efficacy can be enhanced by learning experience by…

The interpretive survey study reported in this paper aimed to understand in-service English language teachers' views of in-service teacher education (INSET) programmes offered by the Ministry of National Education in Turkey. Data were collected from 2476 in-service teachers through an online questionnaire that contained closed- and open-ended…

The environment in which Vocational Education and Training (VET) schools operate changes rapidly due to more varied student populations, personalised, blended and work-based learning paths, developments in digitalisation, industry, and labour markets. These changes and policy pressures to ensure VET quality, demand teachers to continuously develop…

Third sector organisations have been providing continuing professional development (CPD) for teachers in the UK in the field of global learning over decades. Given the patchy provision within initial teacher training, these organisations are the main source of support for teachers in helping their pupils engage with and respond to global issues.…

The transition from education to work is a challenge for early childhood teachers. In this study, competence self-ratings of 348 German early childhood teachers were investigated one year before, at the end of and four months after early childhood teacher education at universities and vocational schools. Perceived competence was assessed by means…

This two-year, mixed-methods study explored teacher learning during a year-long professional development programme and during the year following the programme. The study examined patterns of change in primary school teachers' inquiry practices, inquiry beliefs and physical science content knowledge during both years as well as the effects of…

A professional development program for US teachers in the state of Oregon was the context in which this study took place. This five-year hybrid (online and face-to-face) program assisted experienced teachers to adapt their practice to meet the needs of language minority and immigrant students. The positive changes in teacher perceptions and…