In this interview study, the authors examined the process of coaching in the context of a year-long professional development initiative designed to support teachers' expertise in implementing culturally and linguistically responsive practices. Using transformative learning as a theoretical and analytical frame, they investigated 20 teachers'…

With performativity and evidence-based teaching, the development of action research (AR) by teachers brings tensions and challenges as teachers move outside their comfort zones and question their practice. This article draws on a small-scale research study developed with teachers. It was funded as part of a professional development initiative by a…

This study focuses on exploring teacher learning in terms of teachers' professional agency embedded in the classroom. Teachers' sense of professional agency is related to perceiving instruction as a bidirectional process, use of students as a resource for professional learning and continuous reflection on teaching practices. Accordingly, the…

This paper presents and discusses findings from a European project concerning strengthening the teacher's voice in defining professional quality. In the project tools were developed and evaluated to help teachers reflect on their professional quality. Twelve countries participated and twelve tools were tested with help of student teachers,…