In this study of 211 teacher work samples derived from a professional development programme, teachers' conceptualisations of student inquiry were revealed by examining the nature of perceived outcomes and the role of critical thinking that animated teachers' student inquiries collected over nine years. Using a schema adapted from the literature,…

In this article, I analyse non-Dalit teachers' outlooks by positioning them within a culturally complex caste system, considering its influence on Dalits' education. Nepalese society is ruled by a caste system, where non-Dalits--Brahmins and Kshatriya are considered pure and powerful, and Dalits are viewed as impure and powerless. This…

This qualitative study seeks to explore how two university English-as-a-foreign-language (EFL) teachers learned to teach critical thinking (CT) through lesson study in China. Informed by relevant literature on CT and teachers' learning to teach CT, and drawing on data from interviews, classroom observation, artefacts and research journals for one…

This article examines how teachers' professional development motivations are affected by introjected regulation. A theoretical thematic analysis of teacher interview and survey open response data is conducted, exploring the extent to which teachers perceive themselves to be motivated by factors such as self-esteem and the regard of others.…

The dynamic nature of feedback makes provision of learning enhancing feedback challenging. A collaborative peer mentoring professional development case study utilising observational video data from a series of lessons examined how teacher feedback knowledge and beliefs are articulated and developed in pedagogical practices, and the tensions that…

This study aimed to explore ESL teachers' perceptions of online teaching during the COVID-19 outbreak in Hong Kong. A qualitative multiple-case study approach was employed, focusing on the online teaching experiences of three teachers in primary school contexts. Through semi-structured interviews and thematic analysis, rich data were collected and…

The school context has the potential to hinder or stimulate teachers' motivation to attend Continuous Professional Development (CPD) programs. The present study investigated the relationship between workplace conditions in schools and teachers' autonomous motivation to participate in CPD. A questionnaire was completed by 472 teachers in 13 schools…

This article focuses on teacher educators' role and how it was enacted and experienced by teachers and leaders in a school-based development project. The arena for the teachers' professional development was the school, and teacher educators at one teacher-education institution and three schools took part in the research. Teacher educators,…

This mixed-method study explored the influences of professional learning communities (PLCs) on teachers' job satisfaction in China. A questionnaire survey was administered to 488 teachers in 16 primary schools in Shanghai to examine the effect of PLCs on teachers' job satisfaction. Follow-up qualitative interviews with 10 teachers were conducted…

Drawing on the capability approach to human development and Bourdieuan reflexive sociology, this paper explores the interplay of teacher agency and professional practice. The paper names five facets of teacher agency. It shows that teachers with a strong sense of agency actively seek learning opportunities--inquisitive agency; think effortfully…

Believing teachers as agents who actively make meaning about their professional identities, we depict the construction of our identity as three mid-career female English language teachers. Anchored by collaborative autoethnography (CAE) and arts-based educational research (ABER) approaches, we explored and reflected on our lived critical…

Scholars have called for new conceptualisations of teachers' learning that capture the complex, contextualised, and dynamic nature of professional growth. In this article, we describe the Dynamic Systems Model of Role Identity (DSMRI) that portrays teacher learning as inseparable from the complex and dynamic processes by which teachers form their…

This paper proposes a theoretical framework to understand the structure and determinants for rural teacher well-being (TWB), with a focus on key factors that can mediate low pay and poor work conditions, specifically teachers' professional learning (PL) and community engagement (CE). This framework was tested using structural equation model in a…

Although Chinese teachers commonly participate in school-based professional development activities, there is a remarkable scarcity of large-scale quantitative research into the effectiveness of teacher professional development in China, which is characterised as an institutionalised practice. Based on a conceptual framework applying recent…

In the current study differences between primary school teachers classified as high-performing in their implementation of cooperative learning (CL) in their classrooms and teachers who were less successful in implementing cooperative learning were investigated. The levels of implementation of cooperative learning differed significantly between…