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Jodie Cahill; Jonathan D. Bostic – School Science and Mathematics, 2024
This study describes preservice teachers' beliefs about teaching mathematics for social justice (TMSJ) after experiencing a two-part professional development (PD) workshop on the subject. The research question is: To what degree does a PD experience, designed by a preservice teacher, influence preservice teachers' beliefs about TMSJ? The lead…
Descriptors: Preservice Teachers, Mathematics Teachers, Social Justice, Teacher Attitudes
Timothy C. Butler – ProQuest LLC, 2024
Effective teacher professional development is abundantly important for teacher learning and for meeting the needs of students. With many forms of professional development, districts seek to get high-quality professional development to stretch their school budgets. The purpose of this study was to examine the perception of members of regional…
Descriptors: Consortia, Professional Development, Faculty Development, Academic Achievement
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Alicia Massiah; Gertrude Shotte; Viola Rowe; Ceceile Minott – Power and Education, 2025
Education is the medium through which society can be transformed to ensure we live in a world free from discrimination and exclusion, where human beings coexist peacefully. One of UNESCO's sustainable developmental goals is quality education that is inclusive and equitable. 'Education for all' and 'places of belonging' are therefore imperatives…
Descriptors: Social Change, Inclusion, Barriers, Professional Development
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Nihal Yurtseven; Selçuk Dogan; Ugur Akpur – International Electronic Journal of Elementary Education, 2025
This study aims to examine the processes experienced during the interaction between teacher leaders and their peers. Applying the grounded theory, we present a theoretical model that describes this interactive process in a month-long professional development (PD) program designed for teachers. As a part of the PD program, a total of 150 teachers…
Descriptors: Teacher Leadership, Interaction, Professional Development, Teacher Collaboration
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Ling Zhao; Raymond A. Dixon; Tonia A. Dousay; Ali Carr-Chellman – TechTrends: Linking Research and Practice to Improve Learning, 2024
The purpose of this phenomenological study was to explore faculty experiences with a professional development (PD) program designed to prepare them for improved online teaching and learning. The primary difference between this PD offering and others similar in content involves using an external vendor. The research question was: how do faculty…
Descriptors: Faculty, Teacher Attitudes, Professional Development, Electronic Learning
Jonathan Lollar – ProQuest LLC, 2024
Research studies indicated that learning support professionals, which includes postsecondary developmental education professionals, often lacked opportunities for training to engage with the population of students they work with, as well as current instructional practices and/or reforms. While the research is expansive, it has focused on the…
Descriptors: Faculty Development, Postsecondary Education, School Personnel, Teacher Attitudes
Karen Dempsey – ProQuest LLC, 2024
Sparse information exists on how elementary teachers might use reflective journaling as a tool for professional development (PD) to enhance their teaching methods. The problem is that even though elementary teachers have access to a variety of PD opportunities, these opportunities are often insufficient for meeting individual teachers' needs to…
Descriptors: Elementary School Teachers, Reflection, Professional Development, Teacher Attitudes
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Maureen Vandermaas-Peeler; Jessie L. Moore – International Journal for Academic Development, 2025
In a mentoring constellation model, mentoring is conceptualized as a set of meaningful relationships with multiple mentors. Mentoring constellation models move away from hierarchical 'one-mentor to one-mentee' models; multiple mentors support different mentoring functions, without an expectation that one mentor has expertise in all areas.…
Descriptors: Mentors, Models, College Faculty, Undergraduate Students
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Brendan Tangney; Carina Girvan; Eilís Ní Chorcora; Aibhín Bray – Irish Educational Studies, 2025
The global twenty-first century (21C) skills agenda has become a common feature in the educational policy of many countries. However, teachers can face operational, definitional and systemic barriers to the integration of 21C skills in practice. The operational barriers include insufficient teacher capacity, which in turn is influenced by…
Descriptors: 21st Century Skills, Teaching Methods, Barriers, Secondary Education
Moses Blonkanjay Jackson – ProQuest LLC, 2024
Due to the low academic performance of Liberian students, in 2013, the president of Liberia declared that the education sector needed to be overhauled. Consequently, the education minister launched a nationwide professional development (PD) program. Despite the PD initiatives, academic performance in an urban school district (USD, a pseudonym) has…
Descriptors: Secondary School Teachers, Teacher Attitudes, Professional Development, Urban Schools
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Maaranen, Katriina; Stenberg, Katariina; Sintonen, Sara; Kynäslahti, Heikki; Jyrhämä, Riitta; Byman, Reijo – Journal of Education for Teaching: International Research and Pedagogy, 2023
In this paper, we explore the views of Finnish university faculty leaders, such as deans and directors, concerning teacher educators' professional development. Although teachers' professional development has been investigated for decades, teacher educators' professional development has until recently been under-researched. Faculty leaders could be…
Descriptors: Teacher Attitudes, Teacher Educators, Professional Development, Foreign Countries
Gina C. Isabelli – ProQuest LLC, 2023
The focus of this study was to investigate elementary educators' reflection on the usage of their social media personal learning networks (PLN). The problem to be addressed in this study is that it is unclear how, if at all, elementary educators utilizing social media platforms for their personal learning networks (PLN) reflect on whether their…
Descriptors: Elementary School Teachers, Social Media, Professional Development, Communities of Practice
Belinda Pauline Benner – ProQuest LLC, 2024
Educational institutions have experienced growing pressures on retaining high-quality staff. The problem was resistance to learning new technology and low K-12 veteran teacher technology self-efficacy (Francom, 2020; Sabic et al., 2022), and the implications for changes in professional development leadership. The purpose of this qualitative case…
Descriptors: Experienced Teachers, Self Efficacy, Well Being, Elementary Secondary Education
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Christopher Ward; Piper Rodd – Australian Journal of Adult Learning, 2024
Vocational education practitioners must participate in professional development (PD) activities so they may implement contemporary teaching practices to support their students. Long-term, social types of activity are best because they benefit individuals and groups of practitioners and the training organisations for which they work. However,…
Descriptors: Foreign Countries, Professional Development, Vocational Education Teachers, Cost Effectiveness
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Ertürk, Ramazan – International Journal of Psychology and Educational Studies, 2023
The aim of this research is to determine the effect of teacher autonomy on dedication to the teaching profession according to teacher perceptions. The research was designed in the causal relational survey model to determine the relationship between teacher autonomy and dedication to the teaching profession. The study population of the research…
Descriptors: Professional Autonomy, Teacher Attitudes, Elementary School Students, Foreign Countries
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